REQUIRED

MEDICAL TERMINOLOGY SIMPLIFIED, Barbara A. Gylys, 2^nd Edition, F. A. Davis Publishing Co., Philadelphia, PA, 1998.

TABOR’S CYCLOPEDIC MEDICAL DICTIONARY, 19th Edition, F. A. Davis Company, Philadelphia, PA, 2001.

This course is designed to provide students with a clear understanding of medical vocabulary. A workbook-text format is used to develop word building activities which guide the student through exercises that teach and reinforce medical terminology. Numerous and varied activities challenge the student to understand and remember the significant concepts of medical word building. Audio cassettes provide reinforcement of pronunciation, definition of medical words, and spelling practice.

INSTRUCTIONAL OBJECTIVES:

Upon completion of this course, the student will be able to:

1. Use the word-building method for developing a medical vocabulary.

2. Understand and remember the significant concepts of medical word building.

3. Use audio cassette tapes to reinforce pronunciation, definition of medical words, and for spelling practice.

4. Identify the organs and structures of the body systems.

5. Explain the main functions of the body systems.

6. Define suffixes and prefixes in medical words.

7. Build and analyze thousands of medical words.

8. Understand the meaning of new medical words by defining the elements.

9. Master pronunciation and spelling of medical terms by using the pronunciation guides and audio cassette tapes.

COURSE TOPICS:

1. Introduction to Programmed Learning

2. Digestive System

3. Urinary System

4. Integumentary System

5. Reproductive System

6. Respiratory System

7. Endocrine and Nervous Systems

8. Musculoskeletal System

9. Cardiovascular and Lymphatic Systems

10. Special Senses: The Eyes and Ears

TEACHING PROCEDURE:

Medical terminology is a word-building course that is taught primarily through the use of lecture, audio cassette practice, word combining practice, crossword puzzle practice, flash cards, body system photographs, and repetitive use of suffixes and prefixes.

ATTENDANCE:

This is a three-credit course. Students are expected to be in class each day. No more than three absences will be allowed. Any absences over the third will result in the instructor's being permitted to drop the student from the course--unless there are extenuating circumstances that are made known to the instructor. If the student is permitted to remain in the course, any absence over the stated limit will result in the deduction of one point (per absence) from the final grade.

GRADING AND EVALUATION:

Research Paper 20%

Quizzes and Exams 80%

NOTE: Students must pass this course (and all other MAS and BIO courses) with a grade of 77 (C+) in order to remain a student in good standing in the MAS program.

FOOD, DRINK, CHILDREN, and BATHROOM BREAKS

Food and drinks are not allowed in this classroom, and students will be asked to leave the room until these items are consumed.

Children are a disruption to other students; therefore, please make arrangements for childcare in case of inclement weather when the child’s school is canceled or when the child is too ill to attend school. Please do not ask to bring children to class. Local hospitals have sick-child care facilities; however, registration must be made in advance, not on the day the child needs these services. Finding a child care provider is the responsibility of the parent.

Bathroom breaks should be taken only when absolutely necessary since they are a disruption to the class. You are requested not to leave in the middle of class every day to go to the bathroom.

STUDENTS WITH DISABILITIES:

Students with documented disabilities (physical, emotional, learning, and/or others) who believe that they may need accommodations in this class are encouraged to contact the Counselor for Students with Disabilities in Room 135, extension 120, as soon as possible to ensure that such accommodations are implemented in a timely fashion.

RESEARCH PAPER

The student is to choose a disease, disorder, or syndrome in which s/he is interested and is to write a paper. The paper should include the following divisions: description of the topic, causes, diagnosis, treatment, prognosis, recovery, and a short case study. A title page and complete bibliography should accompany the report. Grammatical, format, punctuation, style, and spelling errors will cause points to be deducted. The student is to use APA, MLA, Chicago, Gregg Reference Manual, or any other published style to type the report, the notes, and the bibliography. It is not acceptable to type a research paper with errors in the final copy. DUE DATE: 10/1/2003 or 10/2/2003, depending on whether you are a MWF or a T/TH student.

THE INSTRUCTOR RESERVES THE RIGHT AT ANY TIME TO MAKE WHATEVER CHANGES IN THIS SYLLABUS THAT ARE FOUND TO BE NECESSARY.

ASSIGNMENT SCHEDULE

MWF CLASSES

September 5	Orientation, Chapter 1
September 8	Chapter 1
September 10	Chapter 1 test; Chapter 2
September 12	Chapter 2
September 15	Chapter 2
September 17	Chapter 2
September 19	Professional Day—AAMA Convention
September 22	Professional Day—AAMA Convention
September 24	Chapter 2
September 26	Chapter 2
September 29	Chapter 2 test; Chapter 3
October 1	Chapter 3; RESEARCH PAPER DUE
October 3	Chapter 3
October 6	Chapter 3
October 8	Chapter 3 test; Chapter 4
October 10	Chapter 4
October 13	Columbus Day Holiday
October 15	Chapter 4
October 17	Chapter 4
October 20	Chapter 4 test; Chapter 5
October 22	Chapter 5
October 24	Chapter 5
October 27	Chapter 5
October 29	Chapter 5 test; Chapter 6
October 31	Chapter 6
November 3	Chapter 6
November 5	Chapter 6 test; Chapter 7
November 7	Chapter 7
November 10	Veterans Day Holiday
November 12	Chapter 7
November 14	Chapter 7
November 17	Chapter 7 test; Chapter 8
November 19	Chapter 8
November 21	Chapter 8
November 24	Chapter 8 test; Chapter 9
November 26	Chapter 9
November 28	Thanksgiving Day Holiday
December 1	Chapter 9
December 3	Chapter 9 test; Chapter 10
December 5	Chapter 10
December 8	Chapter 10 test
Exam Day	Abbreviations at end of chapter 2 through 10

ASSIGNMENT SCHEDULE

T/TH CLASSES

September 4	Orientation, Chapter 1
September 9	Chapter 1 test; Chapter 2
September 11	Chapter 2
September 16	Chapter 2
September 18	Chapter 2
September 23	Professional Day—AAMA Convention
September 25	Chapter 2 test; Chapter 3
September 30	Chapter 3
October 2	Chapter 3; RESEARCH PAPER DUE
October 7	Chapter 3 test; Chapter 4
October 9	Chapter 4
October 14	Chapter 4 test; Chapter 5
October 16	Chapter 5
October 21	Chapter 5
October 23	Chapter 5 test; Chapter 6
October 28	Chapter 6
October 30	Chapter 6
November 4	Chapter 6 test; Chapter 7
November 6	Chapter 7
November 11	Veteran’s Day Holiday
November 13	Chapter 7
November 18	Chapter 7 test; Chapter 8
November 20	Chapter 8
November 25	Chapter 8 test; Chapter 9
November 27	Thanksgiving Holiday
December 2	Chapter 9
December 4	Chapter 9 test; Chapter 10
December 9	Chapter 10 test
Final Exam	Abbreviations at end of chapter 2 through 10

RESEARCH PAPER INSTRUCTIONS

WHAT IS A RESEARCH PAPER?

A research paper is a compilation of ideas that a student puts together from several authoritative sources. It is a formal document. That means that the student goes to the library and searches through books, magazines, and other sources to find several authors who have written something about the same subject.

HOW IS RESEARCH COMPILED?

The student then reads the articles/books/etc. and takes notes. Most students find it easiest to quote the author verbatim on 3 x 5 cards, putting only one thought on each card. At the same time, the student needs to note on the card ALL of the bibliographic information that will eventually be required to cite that reference.

HOW IS THE RESEARCH PAPER ORGANIZED?

Once the student has found enough information on the subject that has been chosen, the student must “shuffle” the 3 x 5 cards in order to put the information into some sort of order. Once this is accomplished, the student can then sit down at the computer and write the paper.

HOW IS THE RESEARCH PAPER WRITTEN?

As the student looks at each of the 3 x 5 cards and reads the information, the student must decide whether to quote the author verbatim or whether to paraphrase the author’s words. In a research paper, the student’s thoughts/words are not included unless the student wishes to write an introduction to the subject or write a conclusion to summarize the paper.

In the paper, every sentence and/or paragraph must have a citation. A citation is the method by which the student gives “credit” to the author for the author’s words. If the student quotes the author verbatim, then quotation marks are put around the sentence/paragraph. If the student quotes the author in a paraphrased manner—meaning the student takes the author’s thought and puts it into his/her own words, then quotation marks are not necessary. However, no matter if the student quotes directly or in paraphrase, the sentence/paragraph has to have a citation.

The paper is double-spaced and has three or four sections, depending upon the length of the document: a cover page, a table of contents, the body of the report, and a bibliographic page. For the purposes of the report required for this class, a table of contents is not necessary. The report should be paginated.

WHAT IS A CITATION?

A citation is part of the format that the student uses to organize the report. A student may use any of the following published formats: APA, MLA, Chicago, Gregg Reference Manual, HOW Reference Manual, etc. In each of these manuals, there are specific guidelines about how to cite an author’s words. Some of the styles use footnoting; others use end of sentence/paragraph endnotes. Regardless of the style, the student must give each author credit for his/her work. It is illegal to quote a source without giving the source credit for the information.

The following information is quoted from the MWCC Student Handbook on page 62:

“PLAGIARISM: using another person’s words or ideas without

acknowledgment.

EXAMPLE: borrowing from published works, whether material is taken

verbatim or with minor alterations, without proper acknowledgment; failure

to properly identify direct quotations by quotation marks, appropriate

indentation and formal citation; failure to acknowledge and cite

paraphrasing or summarizing material from another source.”

GUIDELINES FOR KEYING THE INFORMATION

The cover page should contain the title of the report, the student’s name, the class name, and the date.

The report itself should contain as many of the following sections as can be found on the topic chosen by the student:

1. Description of the disease or syndrome

2. Origin of the disease or syndrome

3. Causes

4. Symptoms experienced

5. Diagnosis

6. Treatment

7. Medications

8. Nursing implications

9. Prognosis

10. Recovery

11. Long-term effects

12. Case studies

The bibliographic page is a list of resources that have been used to write the report. There is a precise method of listing bibliographic information depending upon whether the source is a book, a journal, a magazine, etc. If the student does not have a reference manual (APA, MLA, Gregg, Chicago, HOW, etc.), please consult a librarian. When researching information, it is necessary to write down complete information at the time that the resource is used. Please use at least three different sources.

The following is a list of mistakes that are not acceptable:

1. Use of the word “you” unless it is in a direct quotation and is properly referenced.

2. One-sentence paragraphs.

3. Sentence structure that is not parallel.

4. Only one line left at the bottom of the page or only one line taken to the top of the next page (called widows and orphans).

5. Incorrect word division.

6. Incorrect spelling.

7. Incorrect use of commas and semicolons.

8. Incorrect use of hyphens.

9. Missing page numbers or page numbers incorrectly placed.

10. Less than one-inch margins.

11. Footnote incorrectly typed.

12. Bibliography incorrectly typed.

13. Incorrect change of tense in the sentence.

14. Incorrect change of person in the sentence.

15. Dangling prepositions.

16. Contractions not in direct quotations.

17. Incorrect use of possessives.

18. Incorrect word processing format.

19. Run-on sentences.

20. Use of hackneyed, trite, or colloquial expressions.

Grading of the research paper is based entirely on the 20 unacceptable mistakes listed above and on the accuracy of listed bibliographic information. Many students believe than content should be the deciding factor; however, if a paper is filled with errors and/or the reader cannot find the quoted bibliographic information, then the paper is useless to the reader.

CLASS SCHEDULE

September 8	Orientation, Chapter 1
September 15	Chapter 1 quiz; Chapter 2
September 22