Medical Terminology HIT 110

July 2, 2012 HIT 110 Medical Terminology

Plan of Instruction

Effective Date: Fall, 2013 Version Number: 2012-1

COURSE DESCRIPTION:

This course is an introduction to the language of medicine. Course emphasis is on terminology related to disease and treatment in correlation with anatomy and physiology of all anatomical body systems. Student competencies include word construction, definition, spelling, pronunciation, and use of correct abbreviations for numerous medical terms. CORE

CREDIT HOURS

Theory Credit Hours 3 hours Lab Credit Hours 0 hours Total Credit Hours 3 hours Total Contact 3 hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Programs may schedule practical lab hours as 3:1 or 2:1 contact to credit ratio; Clinical hours are 3:1 contact to credit ratio; and Preceptorships may be scheduled as 3:1 or 5:1 (Ref Board Policy 705.01).

PREREQUISITE COURSES

As determined by college.

CO-REQUISITE COURSES

As determined by college.

INSTRUCTOR NOTE: OAD 211 may be used as a suitable substitute for this course at the discretion of the college.

PROFESSIONAL COMPETENCIES

 Use word parts to construct and analyze words.  Use medical terms in a health care environment.

INSTRUCTIONAL GOALS

 Cognitive – Use appropriate medical terms based on accepted rules for word formation and application.

 Psychomotor – There are no psychomotor skills directly associated with this course.

 Affective – Value the importance of forming and using appropriate medical terminology.

STUDENT OBJECTIVES

Condition Statement: Unless otherwise indicated, evaluation of student’s attainment of objectives is based on knowledge gained from this course. Specifications may be in the form of, but not limited to, cognitive skills diagnostic instruments, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab/clinical assignments, or any combination of specifications. This course is based on information from the Commission on Accreditation on Health Informatics and Information Management (CAHIIM), 2011.

STUDENT LEARNING OUTCOMES

MODULE A - BASIC WORD STRUCTURE PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA A1.0 Use word parts to construct A1.1 This competency is measured 2 and analyze words. cognitively. LEARNING OBJECTIVES A1.1.1 Combine word components to build medical terms. 2 A1.1.2 Correctly spell medical terms using various word components. 2 A1.1.3 Identify discrepancies in spelling and usage. 2 A1.1.4 Correctly pronounce medical terms. 2 MODULE A OUTLINE:  Rules of basic word structure  Root words  Combining forms  Prefixes and suffixes  Spelling and usage  Pronunciation

MODULE B - CONSTRUCTING AND ANALYZING WORDS PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA B1.0 Use medical terms in a health B1.1 Analyze words to determine their 2 care environment. meanings. LEARNING OBJECTIVES B1.1.1 Combine word parts to form medical terms. 2 B1.1.2 Define medical terms using contextual clues. 3 B1.1.3 Determine the meaning of medical terms using various reference 2 sources. B1.1.4 Relate medical terms to the appropriate body system. 2 MODULE B OUTLINE:  Building words  Analyzing words  Contextual clues  Medical definitions  Abbreviations  Use of references  Word application and associations (body system specific)

LEARNING OUTCOMES TABLE OF SPECIFICATIONS The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Limited Moderate Advanced Superior Knowledge and Knowledge and Knowledge and Knowledge and Proficiency Proficiency Proficiency Proficiency KSA 1 2 3 4 Module A 0 100% 0 0 Module B 0 75% 25% 0

Learner’s Knowledge, Skills and Abilities Indicator Key Terms Description  Recognize basic information about the subject including terms and Limited nomenclature. Knowledge  Students must demonstrate ability to recall information such as facts, 1 and terminology or rules related to information previously taught. Proficiency  Performs simple parts of the competency. Student requires close supervision when performing the competency.  Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Moderate  Students must demonstrate understanding of multiple facts and Knowledge 2 principles and their relationships, and differentiate between elements and of information. Students state ideal sequence for performing task. Proficiency  Performs most parts of the competency with instructor assistance as appropriate.  Examines conditions, findings, or other relevant data to select an appropriate response. Advanced  The ability to determine why and when a particular response is Knowledge 3 appropriate and predict anticipated outcomes. and  Students demonstrate their ability to seek additional information and Proficiency incorporate new findings into the conclusion and justify their answers.  Performs all parts of the competency without instructor assistance.  Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Superior  Requires students to formulate connections between relevant ideas Knowledge 4 and observations. and  Students apply judgments to the value of alternatives and select the Proficiency most appropriate response.  Can instruct others how to do the competency.  Performs competency quickly and accurately.  Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.  Objectives vary from simple attention to selected Affective A phenomena to complex but internally consistent qualities of character Objective and conscience.  Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.