SOLUTION MANUAL
SOLUTION MANUAL
, Instructor’s Manual to Accompany
An Illustrated Guide to
VETERINARY
MEDICAL
TERMINOLOGY FOURTH EDITION
Janet Amundson Romich, DVM, MS
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
,CONTENTS
Part I Teaching Tips / 2 Chapter
Chapter
15
16
69
71
The Supportive Classroom 3 Chapter 17 74
Goals of Teaching Medical Terminology 3 Chapter 18 76
Evaluation Criteria 4 Chapter 19 79
Test Construction 4 Chapter 20 82
Course Planning Suggestions 6 Chapter 21 83
Chapter 22 85
Part II Teaching Aids / 7 Chapter 23 88
Student Study Suggestions 7
Flash Cards 7 Part IV Crossword Puzzles / 91
Chapter 1 Prefixes and Suffixes 92
Part III Answers to Text Chapter 2 Organ Combining Forms 94
Review Exercises / 11 Chapter 3 Structural Support Terms 96
Chapter 4 Head to Toe (Animal Parts) 98
Chapter 1 11
Chapter 5 Animal Names 100
Chapter 2 15
Chapter 6 Digestive Organs and Diseases 102
Chapter 3 21
Chapter 14 Eyes and Ears 104
Chapter 4 26
Chapter 15 Hematologic, Lymphatic,
Chapter 5 34
and Immune System Terms 106
Chapter 6 36
Chapter 16 Laboratory and
Chapter 7 42
Radiographic Terms 108
Chapter 8 46
Chapter 9 50
Chapter 10 53 Part V Case Studies / 110
Chapter 11 56 Testing Medical Term or Abbreviation
Chapter 12 60 Knowledge 110
Chapter 13 63 Testing Definition Knowledge 113
Chapter 14 66
Copyright © 2015 Cengage Learning®. All Rights Reserved.
, PART I
Teaching veterinary medical terminology is no different from teaching
other subjects: instructors need to consider the reality that students learn
differently. Some students learn by doing (kinesthetic learners); others, by
hearing (auditory learners); and still others, by seeing (visual learners). It is
important to recognize that most students learn through a combination of
these styles, so using varied teaching techniques that address the different
learning styles will help your students learn and retain information better.
Your goal in lesson planning should be to have students actively participate
in class and to fully involve as many senses as possible. This teaching format
accommodates different learning styles, aids in holding students’ attention,
and makes the class more interesting for students and for you.
Generous use of a chalkboards, transparencies, or computer-based presen-
tation programs help students see a medical term while it is being discussed.
Pronouncing the term while presenting it visually helps students associate the
two. As students progress in their understanding of medical terminology, it is
helpful to pronounce the term and have students define it both in written and
oral form. Remember that on the job, students will not always see the medical
term written down so that they can analyze it. Learning medical terminology
is similar to learning a foreign language. Seeing and analyzing foreign words
is valuable in the learning stages, but using a foreign language in conversa-
tion and communication is the ultimate goal. One would not want a student
who took French only to be able to conjugate verbs and not be able to order
food at a French restaurant. Medical terminology works the same way. Having
students listen to a description of a case history and then asking them what
is happening is very valuable. Sometimes, you may need to go through the
history very slowly and stop at key words; but this helps students retain medi-
cal terms and observe how those terms are used in context, and it improves
students’ listening skills.
Aids for developing good study skills and habits are also worthwhile to
introduce in medical terminology courses. Using multiple colors of chalks or
markers helps students group terms together and associate them with each
other. For example, cardiovascular terms may be written in red, and urinary
terms may be written in yellow. Then when you present the term hematuria,
2
Copyright © 2015 Cengage Learning®. All Rights Reserved.
SOLUTION MANUAL
, Instructor’s Manual to Accompany
An Illustrated Guide to
VETERINARY
MEDICAL
TERMINOLOGY FOURTH EDITION
Janet Amundson Romich, DVM, MS
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
,CONTENTS
Part I Teaching Tips / 2 Chapter
Chapter
15
16
69
71
The Supportive Classroom 3 Chapter 17 74
Goals of Teaching Medical Terminology 3 Chapter 18 76
Evaluation Criteria 4 Chapter 19 79
Test Construction 4 Chapter 20 82
Course Planning Suggestions 6 Chapter 21 83
Chapter 22 85
Part II Teaching Aids / 7 Chapter 23 88
Student Study Suggestions 7
Flash Cards 7 Part IV Crossword Puzzles / 91
Chapter 1 Prefixes and Suffixes 92
Part III Answers to Text Chapter 2 Organ Combining Forms 94
Review Exercises / 11 Chapter 3 Structural Support Terms 96
Chapter 4 Head to Toe (Animal Parts) 98
Chapter 1 11
Chapter 5 Animal Names 100
Chapter 2 15
Chapter 6 Digestive Organs and Diseases 102
Chapter 3 21
Chapter 14 Eyes and Ears 104
Chapter 4 26
Chapter 15 Hematologic, Lymphatic,
Chapter 5 34
and Immune System Terms 106
Chapter 6 36
Chapter 16 Laboratory and
Chapter 7 42
Radiographic Terms 108
Chapter 8 46
Chapter 9 50
Chapter 10 53 Part V Case Studies / 110
Chapter 11 56 Testing Medical Term or Abbreviation
Chapter 12 60 Knowledge 110
Chapter 13 63 Testing Definition Knowledge 113
Chapter 14 66
Copyright © 2015 Cengage Learning®. All Rights Reserved.
, PART I
Teaching veterinary medical terminology is no different from teaching
other subjects: instructors need to consider the reality that students learn
differently. Some students learn by doing (kinesthetic learners); others, by
hearing (auditory learners); and still others, by seeing (visual learners). It is
important to recognize that most students learn through a combination of
these styles, so using varied teaching techniques that address the different
learning styles will help your students learn and retain information better.
Your goal in lesson planning should be to have students actively participate
in class and to fully involve as many senses as possible. This teaching format
accommodates different learning styles, aids in holding students’ attention,
and makes the class more interesting for students and for you.
Generous use of a chalkboards, transparencies, or computer-based presen-
tation programs help students see a medical term while it is being discussed.
Pronouncing the term while presenting it visually helps students associate the
two. As students progress in their understanding of medical terminology, it is
helpful to pronounce the term and have students define it both in written and
oral form. Remember that on the job, students will not always see the medical
term written down so that they can analyze it. Learning medical terminology
is similar to learning a foreign language. Seeing and analyzing foreign words
is valuable in the learning stages, but using a foreign language in conversa-
tion and communication is the ultimate goal. One would not want a student
who took French only to be able to conjugate verbs and not be able to order
food at a French restaurant. Medical terminology works the same way. Having
students listen to a description of a case history and then asking them what
is happening is very valuable. Sometimes, you may need to go through the
history very slowly and stop at key words; but this helps students retain medi-
cal terms and observe how those terms are used in context, and it improves
students’ listening skills.
Aids for developing good study skills and habits are also worthwhile to
introduce in medical terminology courses. Using multiple colors of chalks or
markers helps students group terms together and associate them with each
other. For example, cardiovascular terms may be written in red, and urinary
terms may be written in yellow. Then when you present the term hematuria,
2
Copyright © 2015 Cengage Learning®. All Rights Reserved.
