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Chapter Practice Exercises
As you run through your flash cards, separate them on an ongoing basis by those you know well and those that need more practice. The cards you can quickly and correctly answer are placed in a pile and are practiced less often, such as weekly. Cards you answer incorrectly or for which you strug- gle to recall the answer are placed in a pile and are practiced more often, such as daily. Cards will switch piles based on your ability to provide the correct answers. The goal is for all cards to end up in the pile that is prac- ticed less often, with a steady increase in practice intervals. This is a varia- tion of a method known as the Leitner system. Interleaving. Study different topics, ideas, or problem types in a sequence, in a given amount of time. For example, instead of studying medical terms for an hour on Monday, pathologies for an hour on Tuesday, and abbreviations for an hour on Wednesday, spend an hour each of those days studying all three topics, alternating between topics every few minutes. Mix your med- ical terms, pathologies, and abbreviations flash cards together so that you potentially cover a different topic with each card.
Chapter Practice Exercises
1. Spot the Wrong Terms Throughout this book, you will see practice exercises that ask you to identify when a medical term is used incorrectly. These exercises tap into your ability to use con- text clues in addition to your knowledge of medical terminology to understand and apply medical terms. The following paragraph contains four terms related to learn- ing preferences that are wrong (they don’t match what is being described). Identify which term is incorrect and write the correct term. Ronaldo, Chauntisse, and Mark are working on a group assignment for their course. Ronaldo recognizes that he takes a global learning approach because he is very detail-oriented and likes to make color-coded lists to help him categorize and remember information. This strategy also shows that he has a preference for auditory learning. On the other hand, Chauntisse prefers to work in a group so she can talk ideas through and listen to concepts being explained to her. She relates to the solitary, verbal, and auditory approaches to learning. Mark is a very active person. He prefers a hands-on approach to learning and enjoys doing simulations or demonstrating ideas in the front of the class. He recognizes that all students in the group know that committing information to their short-term memory is the best way to recall that information.
Incorrect Term
Correct Term
1. 2. 3. 4.
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