This Textbook Incorporates Features Designed To Address These Four Factors:

Essentials of Medical Language will help you learn the terminology and language of modern health care in a way that bridges the gap between the classroom and a clinical setting.

Motivation to learn

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.

Retention of the material

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.

Opportunities for application and practice

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/AllanEss2e).

Readily available information

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.

1. The second edition contains 120 fewer text pages than the first edition. This has been achieved by reducing the anatomy and physiology; by focusing on essential terms, disorders and procedures; and by changing the layout of the text on each page.

2. The book’s artwork has been enlarged and labeling has been reduced to allow greater focus on the terms covered within a spread.

3. The chapter sequence has been revised.

4. More word construction and deconstruction exercises have been added to the book.

5. The learning objectives have been revised and updated.

6. The lesson objectives have been tagged numerically and related to all questions in the Test Bank and to the exercises and activities in the Instructor Manual.

7. The learning objectives have been mapped to the content, with lessons in each chapter directly correlated to the learning objectives it satisfies.

8. The Word Analysis and Definition (WAD) tables and review exercises have been revamped and expanded and are now Bloom’s taxonomy-progressive.

9. The contextual Case Reports have been emphasized within well-defined boxes. Each spread with a Case Report includes an exercise that reviews the Case Report.

10. In the opening spread of each chapter, we have included a list of health professionals involved in that particular specialty. The professions are also defined.

11. In each spread more questions and/or exercises have been added that are tied to the lesson objectives.

12. The exercises in the Chapter Reviews move from easy to more difficult based on Bloom’s taxonomy.

13. The right page of each spread is now dedicated solely to WADs and exercises, and all content and art is confined to the left page of each spread.

14. The two musculoskeletal chapters have been segregated into one muscle chapter and one skeletal chapter.

15. The two female reproductive chapters have been combined into a single chapter.

16. The combined Urinary System and Male Reproductive System chapter has been split into a Urinary System chapter and a Male Reproductive System chapter.

17. The Life Span chapter can now be found in Create, McGraw-Hill’s custom publishing alternative Web site (www.mcgrawhillcreate.com).