Medical Terminology Systems A Body Systems Approach

with Medical Language Lab 8th Edition

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5867_FM_i-xxvi 12/01/17 12:22 PM Page iii

8 TH EDITION

Barbara A. Gylys, MEd, CMA-A (AAMA)

Professor Emerita
University of Toledo
Toledo, OH

Mary Ellen Wedding, MEd, MT(ASCP), CMA (AAMA), CPC (AAPC)

Professor Emerita
University of Toledo
Toledo, OH
5867_FM_i-xxvi 12/01/17 12:22 PM Page iv

F. A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com

Copyright © 2017 by F. A. Davis Company

Copyright © 2017 by F. A. Davis Company. All rights reserved. This product is protected by copyright. No part of it may be
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Printed in the United States of America

Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1

Publisher: T. Quincy McDonald

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Developmental Editor: Brenna Mayer
Art and Design Manager: Carolyn O’Brien

As new scientific information becomes available through basic and clinical research, recommended treatments and drug
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errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to
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Library of Congress Cataloging-in-Publication Data

Names: Gylys, Barbara A., author. | Wedding, Mary Ellen, author.

Title: Medical terminology systems : a body systems approach / Barbara A.
Gylys, Mary Ellen Wedding.
Description: Eighth edition. | Philadelphia : F.A. Davis Company, [2017] |
Includes bibliographical references and indexes.
Identifiers: LCCN 2016054225| ISBN 9780803658677 (pbk.) | ISBN 0803658672
(pbk.)
Subjects: | MESH: Terminology as Topic | Problems and Exercises
Classification: LCC R123 | NLM W 15 | DDC 610.1/4—dc23
LC record available at https://lccn.loc.gov/2016054225

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5867_FM_i-xxvi 12/01/17 12:22 PM Page v

This Book Is Dedicated with Love

To my best friend, colleague, and husband, Dr. Julius A. Gylys, and to my children,
Regina Maria and Dr. Julius Anthony, and to my grandchildren, Andrew Masters,
Dr. Julia Halm, Caitlin Masters, Anthony Bishop-Gylys, Matthew Bishop-Gylys,
and the little ones, Liam, Harrison, and Emmett Halm

B.A.G.

To my loving grandchildren, Andrew Arthur Kurtz, Katherine Louise Kurtz,

Daniel Keith Wedding II, Carol Ann Estelle Wedding, Jonathan Michael Kurtz,
Donald Keith Wedding III, Emily Michelle Wedding, Katelyn Christine Wedding,
and David Michael Wedding

M.E.W.
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Acknowledgments
The authors would like to acknowledge the valu- • Margaret Biblis, Editor-in-Chief, once again
able contributions of F. A. Davis’s editorial and provided her support and efforts for the quality
production team who were responsible for this of the finished product.
project:
In addition, we wish to acknowledge the many
• Quincy McDonald, Publisher, who provided exceptionally dedicated publishing partners who
the overall design and layout for the eighth helped in this publication:
edition. His vision and guidance focused the
• Nichole Liccio, Editorial Associate
authors at the onset of the project, and his
• Elizabeth Bales, Developmental Editor and
support throughout this endeavor provided
Digital Products Manager
cohesiveness.
• Kate Margeson, Illustrations Coordinator
• Brenna H. Mayer, Developmental Editor,
• Bob Butler, Production Manager
whose careful and conscientious edits and
• Carolyn O’Brien, Art and Design Manager
suggestions for the manuscript are evident
• Cynthia Breuninger, Managing Editor
throughout the entire work. Her enthusiasm
• Kirk Pedrick, Director, Digital Solutions
and untiring assistance and support during this
• Julie Chase, Content Product Manager
project are deeply appreciated, and the authors
extend their sincerest gratitude. We also extend our sincerest appreciation to
• George W. Lang, Director of Content Neil Kelly, Executive Director of Sales, and his
Development, who meticulously guided the staff of sales representatives whose continued
manuscript through the developmental and efforts have undoubtedly contributed to the suc-
production phases of the textbook. cess of this textbook.

vii
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5867_FM_i-xxvi 12/01/17 12:22 PM Page ix

Preface
Building on the success of previous editions, Med- Although the fundamental characteristics of
ical Terminology Systems, 8th edition, continues its the 8th edition remain the same as those in pre-
well-established record of presenting medical vious editions, this edition offers significant up-
word building principles based on competency- dates and enhancements to aid in the learning
based curricula. Because of the pedagogical success process and improve retention of medical terms.
of previous editions, the 8th edition continues its To achieve this goal, each illustration in the text-
structural design as a textbook–workbook that book presents clinically accurate and aesthetically
complements all teaching formats, including tradi- pleasing representations of anatomical structures,
tional lecture, distance learning, and independent disease conditions, and medical procedures. In
or self-paced study. The 8th edition continues addition, ICD-10-PCS replacement terms for dis-
to present eponyms without showing the posses- continued eponyms are summarized in Appendix
sive form, such as Bowman capsule, Cushing syn- H. As in previous editions, we continue to incorpo-
drome, and Parkinson disease. Medical dictionaries rate the excellent suggestions offered by instructors
as well as the American Association for Medical and students and appreciate all of their contribu-
Transcription and the American Medical Associa- tions. Undoubtedly, the recommendations have
tion support these changes. helped make Medical Terminology Systems: A Body
The popular basic features of the previous edition Systems Approach a leading textbook in educational
have been enhanced and expanded. The updated institutions and one that continues to be well
body systems chapters include diseases and condi- received by instructors and students. Here is a brief
tions, current medical and diagnostic procedures, summary of chapter content:
treatments, and pharmaceutical agents. The text-
• Chapter 1 explains the techniques of medical
book continues to present authentic medical records
word building using basic word elements.
with activities designed to enhance application of
• Chapter 2 categorizes major surgical, diagnos-
medical terminology to the “real world of medi-
tic, symptomatic, and grammatical suffixes.
cine.” This approach provides the essential tools
• Chapter 3 presents major prefixes of position,
students of various learning levels need to commu-
number and measurement, direction, and
nicate effectively in today’s health-care settings.
other parameters.
As in earlier editions, illustrations that clearly and
• Chapter 4 introduces anatomical, physiologi-
accurately enhance textual material are integrated
cal, and pathological terms. It also presents
throughout the textbook. Medical Terminology
combining forms denoting cellular and body
Systems, 8th edition, includes over 36 new illustra-
structures, body position and direction, and
tions specifically designed to portray real-life med-
regions of the body, in addition to combining
ical conditions, procedures, and treatments. The
forms related to diagnostic methods and
illustrations supplement course content in new and
pathology. General diagnostic and therapeutic
interesting ways and help make difficult concepts
terms are described and provide a solid foun-
clear. Unique to this edition are innovative illustra-
dation for specific terms addressed in the body
tions created for Chapters 1 through 3 to help stu-
systems chapters that follow.
dents understand the various applications of suffixes
• Chapters 5 through 16 are organized according
and prefixes in word building. Also new to the
to specific body systems and may be taught in
8th edition are Documenting Health-Care Activi-
any sequence. These chapters include key
ties sections in each body systems chapter. These
anatomical and physiological terms, basic
sections emphasize the role of the electronic medical
anatomy and physiology, a body systems con-
record (EMR) in today’s health-care industry.
nections table, and a comprehensive table of
Documenting Health-Care Activities are first
word elements, including combining forms, suf-
introduced in Chapter 4, Body Structure. The
fixes, and prefixes. The remaining chapter mate-
introduction provides information related to the
rial consists of a disease focus section, followed
transition of the medical record from a paper med-
by tables that include updated diseases and con-
ical chart to a digital version. Reinforcement of this
ditions; diagnostic, surgical, and therapeutic pro-
introduction continues throughout each body sys-
cedures; pharmacology; and abbreviations. Each
tems chapter so that students fully understand how
body systems chapter concludes with several
today’s digital medical record allows practitioners
learning activities that assess comprehension
to electronically monitor and track the history of a
of material and medical record activities that
patient’s medical treatment.

ix
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x Preface

illustrate various clinical applications and reinforce In addition, the MLL provides students with a
medical record documentation. wide variety of practice activities that help them to
• Appendix A: Answer Key contains answers to solidify their recall of key terms from the chapter.
each learning activity to validate proficiency and It also contains an audio glossary in which stu-
provide immediate feedback for student assess- dents can hear words pronounced and used prop-
ment. Although the answer key for the termi- erly in context.
nology section of each Documenting Health- Designed to work seamlessly with Medical
Care Activity is not included in this appendix, it Terminology Systems: A Body Systems Approach,
is available to adopters in the Instructor’s Guide. 8th edition, each activity in the MLL has been
• Appendix B: Common Abbreviations and crafted with content specific to the textbook.
Symbols includes an updated, comprehensive Every chapter in Medical Terminology Systems:
list of medical abbreviations and their meanings A Body Systems Approach, 8th edition, contains a
and an updated summary of common symbols. corresponding lesson in the MLL that is relevant
• Appendix C: Glossary of Medical Word and useful in helping students develop medical
Elements contains alphabetical lists of medical terminology skills.
word elements and their meanings. This Instructors benefit from an instructor’s page
appendix presents two methods for word- that is powerful yet easy to understand and allows
element indexing—first by medical word them to decide which chapters and activities will
element, then by English term. be available to their students. Instructors also con-
• Appendix D: Index of Genetic Disorders lists trol how the MLL reports student scores, either
genetic disorders presented in the textbook. through the native MLL grade book or to their
• Appendix E: Index of Clinical, Laboratory, own BlackBoard, Angel, Moodle, or SCORM-
and Imaging Procedures lists radiographic and compliant course management solution.
other diagnostic imaging procedures presented
in the textbook. DavisPlus Online Resource
• Appendix F: Index of Pharmacology lists drug
classifications presented in the textbook. Center
• Appendix G: Index of Oncological Terms lists Although the study of medical terminology de-
oncological diseases presented in the textbook. mands hard work and discipline, various self-paced
• Appendix H: Index of Discontinued Abbrevia- activities offer interest and variety to the learning
tions and Eponyms summarizes abbreviations process. Many activities and resources are available
discontinued in medical charts. It also contains to adopters of the textbook at the DavisPlus
discontinued eponyms along with their replace- Instructor and Student Online Resource Center.
ment terms for coding purposes. The Online Resource Center is designed to help
teachers teach and students learn medical terminol-
Medical Language Lab (MLL) ogy in an exciting, challenging, effective fashion.
Included in every new copy of Medical Terminology Visit http://davisplus.fadavis.com for the Instructor
Systems: A Body Systems Approach, 8th edition, is and Student Online Resource Center to explore
access to the ultimate online medical terminology the various ancillaries available for instructors and
resource for students. The MLL is a rich learning students.
environment utilizing proven language develop- Instructor Online Resource Center
ment methods to help students become effective
The DavisPlus Instructor Online Resource Center
users of medical language. To access the MLL, stu-
provides many updated, innovative instructional
dents simply go to http://www.medicallanguagelab.
activities. These activities make teaching medical
com and redeem the access code provided in their
terminology easier and more effective. Teachers
new copies of Medical Terminology Systems: A Body
can use the supplemental activities in various educa-
Systems Approach, 8th edition.
tional settings—traditional classroom, distance
Each lesson in the MLL teaches students how
learning, or independent or self-paced studies. The
to listen critically for important terms, respond to
many ancillaries help instructors maximize the ben-
terms using medical terminology, and generate
efits of the textbook and include the following:
their own terminology-rich writing and speaking
skills. By following the activities in each lesson, • Electronic test bank with ExamView Pro
students graduate from simple memorization to test-generating software
becoming stronger users of medical language. • PowerPoint presentations for each chapter
5867_FM_i-xxvi 12/01/17 12:22 PM Page xi

Preface xi

• Searchable image bank • Student- and Instructor-Directed Activities.

• Printable Instructor’s Guide These comprehensive teaching aids are updated
• Resources in Blackboard, Angel, Moodle, and extended for this edition. They offer an
and SCORM formats assortment of activities for each body systems
chapter that are easily incorporated as course
Electronic Test Bank requirements, supplemental activities, or
This edition offers a powerful updated ExamView collaborative projects. Included are peer
Pro test-generating program that allows instruc- evaluation forms and community and Internet
tors to create custom-made or randomly generated resources. This section provides an updated
tests in a printable or online format from a test list of resources, including technical journals,
bank of more than 2,500 test items. community organizations, and Internet sites
to complement course content.
PowerPoint Lecture Notes • Supplemental Documenting Health-Care Activi-
The lecture notes provide a unique and reinforcing ties. The supplemental medical record activities
dimension to the learning process. have been updated to parallel the new Docu-
Over 1,400 slides are carefully designed to sup- menting Health-Care Activities sections
plement and augment the material covered in the presented in each of the body systems
textbook. The PowerPoint presentations suggest chapters. As in the textbook, these activities
various teaching techniques to make learning and use actual medical records to show how med-
teaching profoundly effective. Notes at the bottom ical terminology is used to document patient
of various slides offer faculty suggestions to tailor care. Terminology and analysis exercises rein-
or expand the presentations to suit their individual force the medical vocabulary in the report to
academic needs. help students develop critical thinking skills.
Each chapter has an outline-based presentation, Instructors can use the answer key for grading
consisting of a chapter overview, main functions purposes or give it to the students for self-
of the body system, and selected pathology, vocab- evaluation. In addition, they can use these
ulary, and procedures. Included are interactive medical records for various activities, including
clinically related exercises that highlight real-life oral reports, medical coding, medical tran-
situations. Full-color illustrations reinforce many scribing, or individual assignments.
of the clinically related exercises. • Pronunciations and Answer Keys. Answer keys
are provided in the IG for the activities in the
Image Bank Medical Word Elements tables and Document-
The image bank contains all illustrations from the ing Health-Care Activities Terminology tables
textbook. It is fully searchable and allows users to in the textbook. These keys should prove helpful
zoom in and out and display a JPG image of an for grading or for class presentations.
illustration that can be copied into a Microsoft
Word document or PowerPoint presentation. Student Online Resource
Instructor’s Guide Center
The printable Instructor’s Guide is a resource The DavisPlus Student Online Resource Center
full of instructional activities that have been includes many user-friendly activities to reinforce
updated to meet today’s instructional needs. It material covered in the textbook. At the same
is available in PDF format on the Instructor’s time, it is structured to make learning medical
Online Resource Center and includes the fol- terminology an exciting, challenging activity.
lowing elements: Resources include medical record activities, audio
• Suggested Course Outlines. Course outlines of tutorials, and animations.
various lengths, provide effective methods
of covering material presented in the text- Reinforcement of Medical Record
book. A course outline is also provided for Activities
TermPlus, the interactive software that is Health-care providers in hospitals, medical centers,
available separately from F. A. Davis Co. and private practice facilities dictate various types of
The outline makes it easy to correlate the medical reports that become part of the electronic
instructional software with the textbook medical record. Included are chart notes, history and
chapters. physical examinations, progress notes, consultation
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xii Preface

reports, operative reports, discharge summaries, and • Spotlight the Elements

diagnostic studies. Samples of these types of reports • Concentration
are included in the Documenting Health-Care • Build Medical Words
Activities found in the body systems chapters • Programmed Learning
(Chapters 5–16). To reinforce these activities, the • Medical Vocabulary
Student Online Resource Center includes a medical • Chart Notes
records activities section in which the key terms in • Spelling
each report are underlined. As students click the un- • Crossword Puzzles
derlined terms, they hear the correct pronunciation • Word Scramble
of each term. All reports are styled following the • Terminology Teaser
guidelines established by the American Association
All activities can be graded, and the results
of Medical Transcription (AAMT). This formatting
can be printed or e-mailed to the instructor. This
provides an opportunity for students to learn the
feature makes TermPlus especially valuable as a
correct styling of various types for medical reports.
distance-learning tool because it provides evidence
Audio Tutorials of student drill-and-practice completion in various
learning activities.
The audio tutorials are developed from the Med-
ical Word Elements sections of the body systems
chapters (Chapters 5–16). They are designed to Taber’s Cyclopedic Medical
strengthen word building, spelling, pronunciation, Dictionary
and understanding of selected medical terms.
These tutorials are also useful for students in be- The world-famous Taber’s Cyclopedic Medical
ginning transcription and medical secretarial Dictionary is the recommended companion refer-
courses. Students can develop transcription skills ence for this book. Virtually all terms in Systems
by typing each word as it is pronounced. After typ- may be found in Taber’s. In addition, Taber’s
ing the words, the student can correct spelling by contains etymologies for nearly all main entries
referring to the textbook or a medical dictionary. presented in this textbook.

Animations Discontinued Eponyms with

Several animations are included to help students
better visualize complex concepts. For example,
ICD-10-PCS Replacement
one animation explores the pathology of gastroe- Terms
sophageal reflux disease (GERD). Another shows
ICD-10-CM contains the use of eponyms when
the various stages of pregnancy and delivery. These
assigning certain codes for diagnoses and proce-
innovative tools help students better understand
dures. However, all surgical eponyms have been
important processes and procedures as they learn
removed from ICD-10-PCS. In their place are
the associated medical terminology.
root terms that describe the objective of the proce-
dure and other parameters to assign the proper
TermPlus code(s). The ICD-10-PCS procedural codes are
more specific, more clinically accurate, and use a
TermPlus continues to be a powerful, interactive
more logical structure than the previous coding
CD-ROM program that is available for purchase
systems. There are still some diagnostic eponyms
separately from F. A. Davis Co. TermPlus is a com-
in ICD-10-PCS, but most have been replaced by
petency-based, self-paced, multimedia program
a constructed term that identifies the disease or
that includes graphics, audio, and a dictionary
condition. A summary of eponyms found in this
culled from Taber’s Cyclopedic Medical Dictionary,
textbook along with the ICD-10-PCS 2015
22nd edition. Help menus provide navigational
term(s) that replace the eponym are summarized
support. The software comes with numerous inter-
in Appendix H of this textbook.
active learning activities, including the following:
We hope you enjoy this new edition as much as
• Anatomy Focus we enjoyed preparing it. We think you will find
• Tag the Elements (drag-and-drop) this the best edition ever.
Barbara A. Gylys
Mary Ellen Wedding
5867_FM_i-xxvi 12/01/17 12:22 PM Page xiii

Reviewers
The authors extend a special thanks to the clinical Rich Patterson, MS, LAT, ATC
reviewers who read and edited the manuscript and Clinical Education Coordinator
provided detailed evaluations and ideas for improv- Department of Athletic Training
ing the textbook. Barton College
Wilson, North Carolina
Algie LaKesa Bond, MHA, RHIA, PMP
Clinical Assistant Professor Kim O’Connell-Brock, MS, ATC/L
Health Information Management Program Assistant Director, Athletic Training Program
Temple University Human Performance, Dance and Recreation
Philadelphia, Pennsylvania New Mexico State University
Las Cruces, New Mexico
Lori Jo Bork, PhD, RN, CCRN
Professor of Nursing Donna Pritchard, RHIT, LPN
Dakota Wesleyan University Instructor
Mitchell, South Dakota Allied Health, Health Information Technology Program
Ozarks Technical Community College
Springfield, Missouri
Margaret J. Bower, BS, AMA
Adjunct Instructor
Allied Health Division Donna Sue M. Shellman, EdS, CPC
Central Pennsylvania College Program Coordinator, Medical Office Administration
Summerdale, Pennsylvania Office Systems Technology
Gaston College
Dallas, North Carolina
Angela Carmichael, MBA, RHIA, CCS, CCS-P
Director of HIM Compliance
AHIM Approved ICD-10-CM/PCS Instructor Staci Waldrep, MS, RHIT
J.A. Thomas and Associates Associate Professor and Program Director of Health
Atlanta, Georgia Information Technology
Allied Health and Sciences
Lamar Institute of Technology
Jean M. Chenu Beaumont, Texas
Associate Professor
Office Technology
Genesee Community College Gail Winkler, MHIIM, RHIA
Batavia, New York Director Health Information Technology Program
Health Information Technology
Walters State Community College
Mary Ellen Hethcox, PharmD, RPh Morristown, Tennessee
Assistant Professor of Pharmacy Practice
Director of Drug and Health Information Services
Raabe College of Pharmacy
Ohio Northern University
Ada, Ohio

Gloria Madison, MS, RHIA, CHTS-IM

Health Information Technology Program Director/Faculty
Health Sciences
Moraine Park Technical College
West Bend, Wisconsin

xiii
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Contents at a Glance

CHAPTER 1 Basic Elements of a Medical Word 1

CHAPTER 2 Suffixes 15
CHAPTER 3 Prefixes 31
CHAPTER 4 Body Structure 43
CHAPTER 5 Integumentary System 81
CHAPTER 6 Digestive System 127
CHAPTER 7 Respiratory System 179
CHAPTER 8 Cardiovascular System 221
CHAPTER 9 Blood, Lymphatic, and Immune Systems 267
CHAPTER 10 Musculoskeletal System 305
CHAPTER 11 Urinary System 357
CHAPTER 12 Female Reproductive System 395
CHAPTER 13 Male Reproductive System 439
CHAPTER 14 Endocrine System 475
CHAPTER 15 Nervous System 513
CHAPTER 16 Special Senses 561
APPENDIX A Answer Key 605
APPENDIX B Common Abbreviations and Symbols 643
APPENDIX C Glossary of Medical Word Elements 651
APPENDIX D Index of Genetic Disorders 667
APPENDIX E Index of Clinical, Laboratory, and Imaging Procedures 669
APPENDIX F Index of Pharmacology 675
APPENDIX G Index of Oncological Terms 679
APPENDIX H Index of Discontinued Abbreviations and Eponyms 683
INDEX 687
RULES FOR SINGULAR AND PLURAL SUFFIXES 718
PRONUNCIATION GUIDELINES inside back cover

xv
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Contents

CHAPTER 1 Basic Elements of a Medical Word 1

Chapter Outline 1
Objectives 1
Medical Word Elements 2
Word Roots 2
Combining Forms 3
Suffixes 3
Prefixes 4
Basic Guidelines 5
Defining Medical Words 5
Building Medical Words 6
Pronunciation Guidelines 6
Medical Word Building Summary 7
Learning Activities 8

CHAPTER 2 Suffixes 15
Chapter Outline 15
Objectives 15
Suffix Linking 16
Suffix Types 17
Surgical, Diagnostic, Pathological, and Related Suffixes 17
Grammatical Suffixes 22
Plural Suffixes 23
Learning Activities 24

CHAPTER 3 Prefixes 31
Chapter Outline 31
Objectives 31
Prefix Linking 32
Prefix Types 32
Prefixes of Position, Number, Measurement,
and Direction 32
Other Common Prefixes 36
Learning Activities 40

CHAPTER 4 Body Structure 43

Chapter Outline 43
Objectives 43
Introduction 44
Body Structure Key Terms 44
Levels of Organization 44
Cells 46
Cell Membrane and Cytoplasm 46
Nucleus 46
Tissues 46
Organs 46
Systems 46
Organism 47
xvii