Cheryl Walker-Esbaugh - Dunmore and Fleischers Medical Terminology: Exercises in Etymology

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In 1977, Charles W. Dunmore, an associate professor of classics at New York University, and Rita M. Fleischer, from the Latin/Greek Institute at City University of New York, published a novel approach to teaching the challenging language of medicine. Indeed, medicine does have a language all its own, based largely on a vocabulary drawn from ancient Greek and, to a lesser degree, Latin. This approach involved teaching students to recognize the roots of medical terminology, the etymology of the words health-care professionals use to communicate with each other and with patients. By teaching students the root elements of medical terminologythe prefixes, suffixes, and combining forms from Greek and LatinDunmore and Fleischer sought not only to teach students modern medical terminology but also to give them the ability to decipher the evolving language of medicine throughout their careers.

In the fourth edition of this book, we have continued what Dunmore and Fleischer began. This new edition is organized essentially as Dunmore and Fleischer created it, with some important modifications to facilitate ease of use. The text is organized into interrelated units. ) takes a body systems approach that combines Greek and Latin elements used to describe the digestive system, respiratory system, and so forth. These first 15 lessons comprise the main body of the text. Each lesson builds and expands on the grammar and vocabulary introduced in the previous lessons.

For students who want additional exposure to medical terminology from a body systems perspective, the four lessons in Unit 4 provide just such an opportunity. These lessons include the hematopoietic and lymphatic, musculoskeletal, nervous, and endocrine systems.

Unit 5 stands on its own and provides an overview of biological nomenclature, the language used by scientists and physicians to identify the living organisms that exist in our world.

The pronunciation of medical terms follows the same rules that govern the pronunciation of all English words. The consonants c and g are soft before the vowels e, i, and y. That is, they are pronounced like the c and g of the words cement and ginger. Before a, o, and u, the consonants are hard and are pronounced like the c and g of cardiac and gas. The consonant k is always hard, as in leukocyte. The long vowels eta and omega of Greek words are marked with the macrons and ; this indicates that they are pronounced like the e and o of hematoma. Long i is pronounced eye, as in the -itis of appendicitis. Words are pronounced with a stronger accent (emphasis) on one syllable. The accent falls on the second to last syllable if that syllable is long. To be considered long, a syllable must contain a short vowel followed by two consonants, a diphthong, or a long vowel (neph-r-tis). If the second to last syllable is short, the accent falls on the third syllable from the end of the word (gen-e-sis).

The appendices include indexes of Latin and Greek suffixes, prefixes, and combining forms, as well as an abbreviated English-to-Greek/Latin glossary and a complete list of terms found in the exercises in . These appendices provide additional support for students and instructors alike.

The structure of the exercises at the end of each lesson has remained essentially the same as in the third edition. All 15 of the major lessons contain three exercises. The first exercise asks students to analyze 50 terms based on the vocabulary found in that lesson. The second exercise requires students to identify a term based on its definition. The third exercise focuses on the vocabulary found in that lesson and also includes elements from previous lessons. The third exercise can now be used as an alternative to the first exercise.

This approach allows for smooth continuity and ensures that the major body of the text (), Biological Nomenclature, has also been written as a standalone lesson.

Terms in the lessons and exercises have been checked for currency and accuracy and verified in Tabers Cyclopedic Medical Dictionary, 23rd edition (F. A. Davis Company, 2017).

All 20 lessons include etymological notes to give students a historical perspective for medical terminology. These notes include tales from ancient Greek and Latin writers, mythical stories of gods and goddesses, excerpts from the writings of famous ancient physicians such as Hippocrates and Celsus, and more modern stories of scientists and physicians who struggled to identify and accurately label the phenomena they observed.

This text is a workbook. We encourage you to write in this workbook and to make notes and comments that will help you as you work through the lessons and exercises.