Introduction to Analyzing

and Evaluating Medical

Terminology
Illinois CTE Endorsement Area:
Health Science Technology & Human Services
Teacher and Student Editions

Original Lesson Developers: S. Anjur, N. Brennan, and S. Saiyed

ILCTE Leader, Nance Budde Converted to Format by Karen Aldworth
December, 2020 Current Phase of Lesson: Phase 3 of 5
Overview:
In this lesson, students will learn how medical terminology is constructed from a prefix,
root word(s) and suffix. Clothespins and craft sticks will be used to construct and
deconstruct terms. Medical terms will be explored in greater detail through several
subsequent activities, including a Medical Word Bingo game. Students will apply their
knowledge by reviewing medical documents and case studies. Finally, students will
translate medical terms into common language to be able to communicate to a patient in
layman's terms.

Classes or Discipline:
• All Health Science Career Pathways

Career Cluster:
• Health Science

Illinois CTE Endorsement Area:

• Health Science

Grade Level(s):
• Secondary schools
• Postsecondary schools

Suggested Days/Minutes: Total time for lesson is 3-4 hours.

Learning Objectives:
• Explain common medical terms and their application
• Use the root words and their combining forms of medical terms:
o Select and identify the meaning of essential medical term roots.
o Define the elements combining vowels and combining forms of essential
medical terms.
• Demonstrate the importance of suffixes and prefixes in forming medical terms.
o Define the elements suffix and prefix.
o Select and identify the meaning of suffixes and prefixes of medical terms.
• Build and construct medical terms using their elements.
• Deconstruct a medical term into its basic elements.

Standards Addressed:

• National Health Science Standards

o 2.2 Medical Terminology

▪ 2.2.1 Use common roots, prefixes and suffixes to communicate
information.
▪ 2.2.2 Interpret common medical abbreviations to communicate
information.
 • Common Core Learning Standards:

o CC.11-12.R.I.4 Determine the meaning of workings and phrases as they are

used in a text.
o CC.11-12.W.2.d Use precise language and domain-specific vocabulary.

Enduring Understandings:

• Comfort with medical terminology for future health career courses and careers.
• Necessary for a career in the healthcare fields.
• Ability to communicate with healthcare professionals if they are ever a patient
themselves.
• Deliver safe patient care through the understanding of medical terms.
• Identify medical conditions during health care encounters.
• Ability to apply their knowledge of medical terminology construction to new or
unfamiliar medical procedures and conditions.

Resources and References:

1. Device with internet connectivity

2. Clothespins
3. Tongue blades or craft sticks
4. Writing utensils
5. Butcher paper
6. Markers or crayons
7. Scissors
8. Tape
9. Glue
10. Handouts
Constructing Medical Words
Dissect a medical word worksheet
Mapping Root Words on the Body
Medical Word Bingo Blank Template
Bingo Word List
Medical Case Study
11. Articles: Medical Terminology Articles
12. Kahoot!: Introduction to Medical Terminology
13. Video: Grey's Anatomy: How Well Does the Cast Know Medical Jargon? (2:19).

Essential Employability Skills:

There are four essential employability skills

• Personal Ethic: integrity, respect, perseverance, positive attitude
• Work Ethic: dependability, professionalism
• Teamwork: critical thinking, effective and cooperative work
• Communication: active listening, clear communication
The focus of this lesson is on critical thinking, effective and cooperative work and clear
communication.

Skill How it is addressed:

Critical Thinking Students will be required to identify medical terminology
then construct a medical scenario using their newly
learned terms. They will need critical thinking in order to
complete this task.
Elaborate: Steps 2,3 & 4

Effective and Students will need to work together in order to construct

Cooperative Work and deconstruct medical words.
Explore Part I, II, III & IV

Clear Communication Students working in groups need to clearly communicate

with each other as they work through medical prefixes,
suffixes and root words.
Explore Part I, II, III & IV

Suggested Differentiation Strategies:

• 13 articles with identified reading levels: Medical Terminology Reading Articles

• Allow extra time as necessary.
• Competitive gaming events (with a reward).
• Assign student groups to include all levels of learners

Throughout this lesson the teacher notes and comments are in red.
1. Engage: (20 minutes)
1. You will now take a pre-lesson quiz. Do your best!
You can choose to use either the pre-quiz or the Kahoot! of BOTH. The Kahoot!
link is found in step 3. You will find the pre/post quiz at the end of this lesson.

2. Watch this short video from “Grey’s Anatomy” with actors attempting to
pronounce the medical words for the first time Grey's Anatomy: How Well
Does the Cast Know Medical Jargon? (2:19). Take notes!
This is a great video to engage your students with many unfamiliar medical
terms. If you decide to use terminology from this video in a later activity
(Bingo game), you might want to take notes too.
3. Get out your device and go to Kahoot.it. You will enter the pin number that
your teacher gives you.
Here is the link to the Kahoot!: Introduction to Medical Terminology
Give your students the pin # to enter for the game.

2. Explore: (90 minutes)

Part I:

1. You will be divided into small groups. Your teacher will provide each group
with craft sticks, clothespins, and a worksheet to record words.
Worksheet: Constructing Medical Words

2. Each craft stick has one root word written on it.

Be sure you provide a variety of root words (10-15) on different craft sticks,
especially those you have determined are the must know for your lesson. You
can use the root word suggestions found at the end of this lesson under Word
Element Worksheet.

3. Each group will receive 5-10 clothespins that have either a suffix or prefix
written on them.
Do not tell students about “prefixes” and “suffixes.”
4. Each group will create medical words by “clipping” clothespins to a craft stick.
You may use your textbook or the internet to verify the word and record the
meaning of each word element.
Ask students to try on their own and use their resources (textbook, internet)
to verify the word and record the meaning of the medical word as well as the
meaning of each word element.
 Part II:

If your students require some remediation after Explore Part I – do this Explore Part II
1. Students (individually or in groups) list words with same root such as “Cardio”
or “Pulmonary”
Dissect a medical word worksheet
Give them a couple of samples to get them started OR you can use the
worksheet at the end of this lesson.
2. You will report terms to the class that were difficult to find. If done in a group,
all members of the group must speak. Each group member will need to
pronounce their terms correctly.
Help students with pronunciation. Ask them to repeat the word if said
incorrectly. Continue to return to those words that students struggle with their
pronunciation.

Part III:
1. As a group project, you are going to map root words on the body.
2. Get a large sheet of butcher paper. It must be about 6 feet long.
3. Trace around one of the members of your group on the paper.
Butcher paper would work best for this assignment. Ask students to draw an
outline of themselves on the butcher paper and identify root words found on
the body. Here is a link to the “Mapping Root Words on the Body” handout. The
link can also be found in the resource list.
4. Draw a picture of each organ listed on the worksheet. Make it the correct size.
You may wish to use colored pencils or markers to make it the correct color.
Students may initially struggle with this part of the activity, but they will be
resourceful and figure out terms using what they have learned so far in this
lesson and other sources.
5. Locate each organ on the body diagram and use scissors to make an incision.
Cut across the ends and fold the sides up, much like two cabinet doors.
The butcher paper represents the skin.
6. Tape or glue the diagram inside the incision so that the organ names are visible
when open.
Some of your students may recognize this as a life-size “Operation” game and
make jokes about it. This will help them remember the words, organs, and
locations.
7. Edit your names if necessary, with the correct answers. View other students'
body drawings.
Encourage students to fix their errors after reviewing and discussing with
other students.
 Part IV

1. With a partner sitting next to you, get ready to play Medical Terminology
Bingo. See which pairs get the most correct!
2. You will be given a bingo word list. You will fill in the blank spaces with the
words you pick.
Here are the links to the Medical Word Bingo Blank Template and Bingo Word
List (from Explore worksheet). The links to the Bingo Template and Bingo
Word list are also in the resource list. When you are calling out Bingo words,
you will use the definition of the words and not the actual words. Your choice
can be to select words from the dialogue in the video, your body mapping or
from the Explore worksheet. Make it challenging and a competition! Let them
have fun! Mix them up and have the students check off the ones that they had
put on their own bingo card. Have a small treat for the winner!
You can also check out free bingo templates online that will let you create
multiple cards for all your students.

3. Explain: (10 minutes)

Be ready to answer the following questions:

Part I: Use the information Explore Part I

1. What do the craft sticks represent? Why?

Lead students to discover root words provide the overall meaning for the
medical term
2. What is the purpose of the “clothespins”? How does the clothespin change the
meaning of the word?
Students should discover the clothespins are needed to make “complete”
medical words and should identify how the clothespin(s) modify the meaning
of the “craft stick” word.
3. Why do some “clothespins” only make sense when placed at the end of the craft
stick? What do they do to the meaning of the “craft stick” word?
Students need to identify suffixes and how they modify the root word.

4. Why do “clothespins” only make sense when placed at the start of the craft
stick? What do they do to the meaning of the “craft stick” word?
Students should be able to identify prefixes and how they modify the root word
5. What words only used 1 clothespin?
Students need to determine that suffixes are needed for all medical words and
prefixes are optional.
 6. What words required an additional vowel to correctly create a medical word?
What do these words have in common?
Students identify the need for combining vowels to join certain root words and
suffixes.

Part II: Use the information from Explore Part II

1. What are the difficult root words you found and explain “why” were they
difficult for you?
2. Define the following terms:
a. Cardiology
b. Rhinoplasty
c. Gastritis

Part III: Use the information from Explore Part III

1. Where is the liver situated on your body map? Identify using medical
terminology.

2. Where is the heat located? Identify using medical terminology.

Part IV: Use the information from Explore Part IV

1. What terms did you find the most difficult? Discuss with your neighbor.
Encourage classroom discussions on difficult terms. Give students little hints
on how to better understand and remember those harder terms.
2. Were any terms easier to understand and remember? Why were they easier?
Discuss as a class.
3. Using your body map, review all internal organs in the human body using
correct terminology. Discuss as a group which organs are easier to remember
and which are a bit more difficult.
You may wish to add a few more terms and/or organs at this time.

4. Elaborate/Extend: (30 minutes)

Part I: Reading an Article

1. Divide into groups of 2-3 students.
2. You will be given 4-5 articles.
These articles have web links available and are arranged by reading level. You
 can differentiate this project based on your student’s reading level(s).
Medical Terminology Articles
3. Read the articles and write down several different medical terms from each
article
The number of terms will depend on the article. Don’t overload them.
4. Deconstruct these terms into prefix, suffix and root words. Use your craft sticks
and clothespins pins from earlier, if necessary.
5. Now define your terms.
6. Compare your terms and definitions with your classmates.

Part II: Reading a Case Study:

1. In small groups, you will find and read a case study.
2. Identify 10 medical terms from the passage. You will need to define them and
deconstruct those terms.
Medical Case Study
Allow time for discussion after all students have read the case study. Allow
students to compare with each other.
Part III: Writing a Case Study:
1. You will be provided a list of word elements and you need to create your own
case study using those 10 of those terms.
2. Use words from the Explain section and choose words relevant to your case
study.
3. The case study can be completed in parts.
4. Write a short paragraph in which you will report your patient’s history and
current illness.
Provide your students with the word elements that are critical to their learning
of this content.
Part IV: Interpreting a case study:
1. Prepare to present your case study to your classmates.
2. After completing the review of your case study, rewrite it using everyday
terminology to use when speaking to a patient so they will understand.
Ask students to turn in both their medical paragraphs and everyday
paragraphs if needed and act it out with role-playing.
Give students the rubric found at the end of this lesson for Parts II-IV as
guidance for completing these parts.
 5. Evaluate:

1. You will take a post-quiz after completing the lesson with expected improvement
in your score.
You can choose to use either the pre-quiz or the Kahoot! or BOTH! Found at the
end of this lesson.
2. Your teacher has set up a post lesson Kahoot!!. Get out your device and use this
link to go to Kahoot.it. You will enter the pin number that your teacher gives
you. The number of questions answered correctly should increase.

Link to Kahoot!: Introduction to Medical Terminology

3. In the Elaborate section, you created a case study using appropriate medical
word elements. You then modified it using terminology that patients will
understand. Your teacher may use the following rubric to evaluate those
assignments.

Category 3 2 1

Knowledge of Read the case a. Defined and a. Defined and a. Defined and
the issue: facts / study deconstructed 10 deconstructed 5-9 deconstructed less
supporting provided. medical terms medical terms found in than 5 medical terms
details; themes/ found in the case the case study. found in the case
study. study.
issues; and b. Definition and
concepts/ideas b. Definition and deconstruction b. Definition and
deconstruction completed with 2 or deconstruction
completed with no less inaccuracies. completed with 3 or
inaccuracies. more inaccuracies.

Communication Student’s will a. Student created a a. Student created a a. Student created a

create their case study using 10 case study using 6-9 case study using less
own case study medical word medical word than 6 word
using 10 elements. elements. elements.
medical word .
elements. b. Student used b. Student used
b. Student used
appropriate appropriate medical
appropriate medical
Students will medical terminology with
terminology with few
use their own terminology and in many errors (more
errors in terminology
case study and the correct context. than 3) in
and context.
rewrite it using
patient c. Student took their terminology and
appropriate c. Student took own case study and context.
communication their own case broke down those 6-9
of medical study and broke medical word elements c. Student took their
terminology. down those 10 into wording that was own case study and
medical word mostly patient broke down those
elements into a appropriate for less than 6 medical
wording that a improved word elements into
patient would communication. wording that was not
understand (did appropriate for the
not use medical patient's
word elements). understanding.
 Pre & Post Medical Terminology Quiz
1. _____What does postoperative mean?

a. Happens after surgery

b. Happens before surgery
c. Happens in the doctor’s office
d. Happens during surgery

2. _____You are experiencing stomach pain. What is the correct medical term to
describe your pain?

a. Hepatic
b. Colic
c. Neural
d. Gastric

3. _____ Your doctor told you that you are suffering from myocarditis. What’s wrong
with you?

a. You have sore muscles.

b. Your heart is beating too fast.
c. You have inflammation of your heart muscle.
d. You have pneumonia.

4. _____ You just had a “nose job” - what is the medical term for that procedure?

a. Splenectomy
b. Rhinoplasty
c. Paracentesis
d. Arthroscopy

5. _____ You have developed a terrible rash, what medical specialist would you visit?

a. Gastroenterologist
b. Hepatologist
c. Dermatologist
d. Cardiologist
Word Element Worksheet
Please define each of the following terms. After defining each of them, you are to use
the appropriate prefix, suffix or root work to form the 10 medical terms described at the
end. You may use your text or the internet.
PREFIXES ROOTS SUFFIXES
intra- oste/o -oma
anti- enter/o -uria
peri- pulmon/o -ectomy
trans- cost/o -emia
brady- hepat/o -itis
tachy- aden/o -blast
dys- nephr/o -phagia
poly- chondr/o -stasis
hyper- gastr/o -pnea
hemo- vas/o -ia
hypo- cardi/o -pathy
epi- neur/o -al
endo- gastr/o -penia
lact/o -osis
rhin/o -genic
derm/o- -logic
arthr/o -algia
neur/o -plasty
ren/o -centesis
dips/o -ary
-ic
-ation
-ion
-logy
-logist
Medical Terminology Worksheet
Identify the medical terms for the following definitions:

a. Rapid breathing __________________________________________________

b. Inflammation of the heart muscle __________________________________________________

c. Difficulty eating __________________________________________________

d. Inflammation of the kidney __________________________________________________

e. Difficulty urinating __________________________________________________

f. Slow breathing __________________________________________________

g. Inflammation of the stomach __________________________________________________

h. Too much urine __________________________________________________

i. Removal of the kidney __________________________________________________

j. Inflammation of the lung __________________________________________________

k. Removal of the stomach __________________________________________________

Match the term with its definition:

_______ centesis A. Doctor who specializes in diseases of brain

and spinal cord
_______ myocarditis B. A condition where there is lower than
normal bone density
_______ gastroenterologist C. Rapid heart rate greater than 100
_______ neurologist D. Surgical puncture
_______ osteopenia E. Inflammation of the heart muscle
_______ tachycardia F. Doctor who would treat a stomach ulcer
_______ bradypnea G. Respirations less than 10 per minute
Organ worksheet
Write the root word for the following:
a. stomach ________________________________________________________

b. kidney ________________________________________________________

c. heart ________________________________________________________

d. nerve ________________________________________________________

e. skin ________________________________________________________

f. liver ________________________________________________________

g. lung _________________________________________________________

h. nose ________________________________________________________

i. intestine ________________________________________________________

j. bone ________________________________________________________
Answer Keys:
Pre/Post terminology quiz
1. A
2. D
3. C
4. B
5. C

Medical Terminology Work Sheet

Identify
a. tachypnea g. gastritis
b. myocarditis h. polyuria
c. dysphagia i. nephrectomy
d. nephritis j. pneumonitis
e. dysuria k. gastrectomy
f. bradypnea

Matching
D. centesis B. osteopenia
E. myocarditis C. tachycardia
F. gastroenterologist G. bradypnea
A. Neurologist

Organ Worksheet
a. gastr/o f. hepat/o
b. nephr/o g. pneum/o
c. cardi/o h. rhin/o
d. neur/o i. enter/o
e. derm/o j. oste/o
Word Element Worksheet Answer Key
PREFIXES ROOTS SUFFIXES
intra- within oste/o bone -oma tumor, mass
anti- against enter/o intestine -uria urine
peri- surrounding pulmon/o lung -ectomy surgical removal of
trans- across cost/o rib -emia blood condition
brady- slow hepat/o liver -itis inflammation of
tachy- fast aden/o gland -blast immature cell
dys- difficulty nephr/o kidney -phagia eating/swallowing
poly- many chondr/o cartilage -stasis stopping
hyper- high gastr/o stomach -pnea breathing
hemo- blood vas/o vessel -ia condition
hypo- low cardi/o heart -pathy disease
epi above neur/o nerve -al pertaining to
endo-in; within gastr/o stomach -penia deficiency
lact/o milk -osis condition of
rhin/o nose -genic produced by or in
derm/o- skin -logic pertaining to study of
arthr/o joint -algia pain
neur/o brain -plasty surgical repair
ren/o kidney -centesis surgical puncture
dips/o thirst -ary pertaining to
-ic pertaining to
-ation process; condition
-ion process
-logy study of
-logist the one who studies
Notes:

All ILCTE lessons are vetted by Curriculum Leader, Dr. Brad Christensen.

To see a review of this lesson by previous users, click here.

We invite users of this lesson to click here to leave follow up information and rating.

We would like to publish pictures / videos of your students using this lesson. Please
send to Rod McQuality at: rdmcquality@ilstu.edu. By sending pictures, you have met all
the picture / video release for your school.

Download Word/Google Document:

Download as Google Doc or Word Doc. When open, click “open with” Google Docs. If
you want in a Word Doc: click “file”, “download”, Microsoft Word and you will have in
original PDF format.
 Introduction to Analyzing and
Evaluating Medical Terminology
Student Edition
Overview:
In this lesson, students will learn how medical terminology is constructed from a prefix,
root word(s) and suffix. Clothespins and craft sticks will be used to construct and
deconstruct terms. Medical terms will be explored in greater detail through several
subsequent activities, including a Medical Word Bingo game. Students will apply their
knowledge by reviewing medical documents and case studies. Finally, students will
translate medical terms into common language to be able to communicate to a patient in
layman's terms.

Learning Objectives:
• Explain common medical terms and their application
• Use the roots and combining forms of medical terms:
o Select and identify the meaning of essential medical term roots.
o Define the elements combining vowels and combining forms of essential
medical terms.
• Demonstrate the importance of suffixes and prefixes in forming medical terms.
o Define the elements suffix and prefix.
o Select and identify the meaning of suffixes and prefixes of medical terms.
• Build and construct medical terms using their elements.
• Deconstruct a medical term into its basic elements.

Enduring Understandings:

• Comfort with medical terminology for future health career courses and careers.
• Necessary for a career in the healthcare fields.
• Ability to communicate with healthcare professionals if they are ever a patient
themselves.
• Deliver safe patient care through the understanding of medical terms.
• Identify medical conditions during health care encounters.
• Ability to apply their knowledge of medical terminology construction to new or
unfamiliar medical procedures and conditions.

Resources and References:

1. Device with internet connectivity

2. Clothespins
3. Tongue blades or craft sticks
4. Writing utensils
5. Butcher paper
6. Markers or crayons
7. Scissors
8. Tape
9. Glue
 10. Handouts
Constructing Medical Words
Dissect a medical word worksheet
Mapping Root Words on the Body
Medical Word Bingo Blank Template
Bingo Word List
Medical case Study
11. Articles: Medical Terminology Articles
12. Kahoot!: Introduction to Medical Terminology
13. Video: Grey's Anatomy: How Well Does the Cast Know Medical Jargon? (2:19)..

Essential Employability Skills:

There are four essential employability skills

• Personal Ethic: integrity, respect, perseverance, positive attitude
• Work Ethic: dependability, professionalism
• Teamwork: critical thinking, effective and cooperative work
• Communication: active listening, clear communication

The focus of this lesson is on critical thinking, effective and cooperative work and clear
communication.

Skill How it is addressed:

Critical Thinking Students will be required to identify medical terminology
then construct a medical scenario using their newly
learned terms. They will need critical thinking in order to
complete this task.
Elaborate: Steps 2,3 & 4
Effective and Students will need to work together in order to construct
Cooperative Work and deconstruct medical works.
Explore Part I, II, III & IV
Clear Communication Students working in groups need to clearly communicate
with each other as they work through medical prefixes,
suffixes and root words.
Explore Part I, II, III & IV
1. Engage:
1. You will now take a pre-lesson quiz. Do your best!

2. Watch this short video from “Grey’s Anatomy”: actors trying to pronounce the
words for the first time Grey's Anatomy: How Well Does the Cast Know Medical
Jargon? (2:19). Take notes!
3. Get out your device and go to Kahoot.it. You will enter the pin number that your
teacher gives you.

2. Explore:

Part I:

1. You will be divided into small groups. Your teacher will provide each group with
craft sticks, clothespins, and worksheet to record words.

2. Each craft stick has one root word written on it.

3. Each group will receive 5-10 clothespins that have either a suffix or prefix written
on them.
4. Each group will create medical words by “clipping” clothespins to a craft stick.
You may use your textbook or the internet to verify the word and record the
meaning of each word element.

Part II:

1. Students (individually or in groups) list words with same root such as “Cardio” or
“Pulmonary”
2. You will report terms to the class that were difficult to find. If done in a group, all
members of the group must speak. Each group member will need to pronounce
their terms correctly.

Part III:
1. As a group project, you are going to map root words on the body.
2. Get a large sheet of butcher paper. It must be about 6 feet long.
 3. Trace around one of the members of your group on the paper.
4. Draw a picture of each organ listed on the worksheet. Make it the correct size. You
may wish to use colored pencils or markers to make it the correct color.
5. Locate each organ on the body diagram and use scissors to make an incision. Cut
across the ends and fold the sides up, much like two cabinet doors.
6. Tape or glue the diagram inside the incision so that the organ names are visible
when open.
7. Edit your names if necessary, with the correct answers. View other students' body
drawings.
Part IV

1. With a partner sitting next to you, get ready to play Medical Terminology Bingo.
See which pairs get the most correct!
2. You will be given a bingo word list. You will fill in the blank spaces with the words
you pick.

3. Explain:

Be ready to answer the following questions:

Part I: Use the information Explore Part I

1. What do the craft sticks represent? Why?

2. What is the purpose of the “clothespins”? How does the clothespin change the
meaning of the word?
3. Why do some “clothespins” only make sense when placed at the end of the craft
stick? What do they do to the meaning of the “craft stick” word?

4. Why do “clothespins” only make sense when placed at the start of the craft stick?
What do they do to the meaning of the “craft stick” word?
5. What words only used 1 clothespin?
6. What words required an additional vowel to correctly create a medical word?
What do these words have in common?
 Part II: Use the information from Explore Part II

1. What are the difficult root words you found and explain “why” were they difficult
for you?
2. Define the following terms:
a. Cardiology
b. Rhinoplasty
c. Gastritis

Part III: Use the information from Explore Part III

1. Where is the liver situated on your body map? Identify using medical
terminology.

2. Where is the heat located? Identify using medical terminology.

Part IV: Use the information from Explore Part IV

1. What terms did you find the most difficult? Discuss with your neighbor.
2. Were any terms easier to understand and remember? Why were they easier?
Discuss as a class.
3. Using your body map, review all internal organs in the human body using correct
terminology. Discuss as a group which organs are easier to remember and which
are a bit more difficult.

4. Elaborate/Extend:

Part I: Reading an Article

1. Divide into groups of 2-3 students.
2. You will be given 4-5 articles.
3. Read the articles and write down several different medical terms from each
article
4. Deconstruct these terms into prefix, suffix and root words. Use your craft sticks
and clothespins pins from earlier, if necessary.
5. Now define your terms.
 6. Compare your terms and definitions with your classmates.

Part II: Reading a Case Study:

1. In small groups, you will find and read a case study.
2. Identify 10 medical terms from the passage. You will need to define them and
deconstruct those terms.
.
Part III: Writing a Case Study:
1. You will be provided a list of word elements and you need to create your own
case study using those 10 of those word elements.
2. Use words from the Explain section and choose words relevant to your case
study.
3. The case study can be completed in parts.
4. Write a short paragraph in which you will report your patient’s history and
current illness.

Part IV: Interpreting a case study:

1. Prepare to present your case study to your classmates.
2. After completing the review of your case study, rewrite it using everyday
terminology to use when speaking to a patient so they will understand.

5. Evaluate:

1. You will take a post-quiz after completing the lesson with expected improvement
in your score.
2. Your teacher has set up a post lesson Kahoot!. Get out your device and use this
link to go to Kahoot.it. You will enter the pin number that your teacher gives you.
The number of questions answered correctly should increase.
3. In the Elaborate section, you created a case study using appropriate medical word
elements. You then modified it using terminology that patients will understand.
Your teacher may use the following rubric to evaluate those assignments.
 Category 3 2 1

Knowledge of Read the a. Defined and a. Defined and a. Defined and

the issue: facts / case study deconstructed 10 deconstructed 5-9 deconstructed less
supporting provided. medical terms medical terms than 5 medical
details; themes/ found in the case found in the case terms found in the
study. study. case study.
issues; and
concepts/ideas b. Definition and b. Definition and b. Definition and
deconstruction deconstruction deconstruction
completed with completed with 2 completed with 3 or
no inaccuracies. or less inaccuracies. more inaccuracies.

Communication Student’s a. Student created a. Student created a a. Student created a

will create a case study using case study using 6- case study using less
their own 10 medical word 9 medical word than 6 word
case study elements. elements. elements.
using 10 .
medical b. Student used b. Student used
b. Student used
word appropriate appropriate medical
appropriate
elements. medical terminology with
medical
terminology and many errors (more
terminology with
Students in the correct than 3) in
few errors in
will use context. terminology and
terminology and
their own context.
context.
case study c. Student took
and their own case c. Student took their
c. Student took
rewrite it study and broke own case study and
their own case
using down those 10 broke down those
study and broke
patient medical word less than 6 medical
down those 6-9
elements into a word elements into
appropriat medical word
wording that a wording that was
e elements into
patient would not appropriate for
communic wording that was
understand (did the patient's
ation of mostly patient
not use medical understanding.
medical appropriate for
terminolog word elements). improved
y. communication.