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Publisher Resources Offer a Turnkey Solution
Providing opportunities for students to not only learn medical terminology content but also to practice using it in a wide range of situations, and then to assess their abilities in “real-world” situations, is a tall order for faculty. However, publishers in the Health Professions space provide a variety of resources designed to encourage student engagement. For example, F.A. Davis has a wide assortment of digital resources that support a more engaging approach to teaching medical terminology that corresponds to each of their medical terminology texts. Their Medical Language Lab uses the model Learn, Practice, and Assess to develop digital products that support students’ learning. The table below outlines the specific resources in this online lab.
LEARN
PRACTICE
ASSESS
§ Read § Watch § Opportunity for Critical Thinking • Exercises • Critical Listening • Sample Test Questions
§ On-line Assignments • Word Search • Spell it.
§ Self-Assessments § Examinations § Integration of learning into clinical scenarios
• Right word/Wrong word • Picture it • Labeling • EMR Activities • Suffixes and Prefixes
F.A. Davis’s Medical Language Lab provides lecture videos, audio tutorials, interactive flash cards, critical-listening and pronunciation exercises, and quizzes to apply the content. Students can practice with a variety of activities, as described in the table above, to reinforce their learning. Finally, Medical Language Lab offers dashboards for both faculty and students to track individual student progress in integrating learning into clinical scenarios.
4.
Achieving Sociality
According to Eyler (2018), interacting with others–being social–can enhance student engagement in learning activities. When faculty provide such opportunities, either in the classroom or online, students’ competence in medical terminology is more likely to develop rapidly, particularly when the activities reflect their roles in healthcare. Here are several exercises that can accomplish these goals and can be used regardless of whether the class is offered face-to face or online. Terms as an Icebreaker This exercise can serve as an icebreaker in the early days of a face-to-face class, particularly when students may not know each other. Ask students to write one prefix, suffix or root word on an index card and bring the card to class. As students enter the classroom, ask them to match the word on their card with a word on another person’s card to form a medical term. Give students 10-15 minutes, depending on the available time and size of the class, to repeat this process. The purpose of this exercise is to see how many different words can be developed by the end of the designated period, emphasizing the considerable number of words that can be made by combining prefixes and suffixes with root words.
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