VETERINARY MEDICAL TERMINOLOGY BOOK
An Illustrated Guide to Veterinary Medical Terminology (Veterinary Technology) [ Janet Amundson McCurnin's Clinical Textbook for Veterinary Technicians. An Illustrated Guide to Veterinary Medical Terminology Fourth Edition [Janet Amundson Romich] on McCurnin's Clinical Textbook for Veterinary Technicians. Editorial Reviews. Review. 1: Ready,Set, Go. 2: Where, Why, What. 3: Meat and Bones. 4: Head Buy An Illustrated Guide to Veterinary Medical Terminology ( Veterinary Technology): Read Books Reviews - ppti.info
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of learning medical terminology. Review the introductory sections so that you are familiar with the organizational scheme of the textbook and StudyWARETM. Illustrated Guide to Veterinary Medical Terminology 4th Edition Romich .. follow the because they fear students will not take time to study when textbook rigidly. Providing the ultimate terminology reference for veterinary assistants and McCurnin's Clinical Textbook for Veterinary Technicians / Edition 8.
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An Illustrated Guide to Veterinary Medical Terminology
Paperback ISBN: Published Date: Page Count: Free Shipping Free global shipping No minimum order. Introduction to Veterinary Medical Terminology 2. The Cell 3. Body Structure and Organization 4.
The Hematopoietic System 5. The Lymphatic System 6. The Musculoskeletal 7.
An Illustrated Guide to Veterinary Medical Terminology
The stem should be as short and simple as possible. An effective multiple choice questionhas four possible answers. Fewer choices allow students to guess more easily. More choices increase the difficulty of the question. Any change in verb tense will give students a clue that a particular answer is made up. Matching These types of questions have some items in one column and the answers for those items in another column.
Students match the questions and answers from both columns.
Match- ing questions are effective when a series of similar items are challenging to differentiate. For example, types of muscle movements or projections on bones are well suited for match- ing questions. If there are equal numbers of items in both col- umns, the questions are easier for students.
If there are unequal numbers of items in both columns or if some of the choices can be used more than once, the questions are more difficult.
Labeling These types of questions require students to identify items on a diagram and supply the answer. Labeling questions are frequently used for anatomy and physiology questions. Labeling of directional terms is also examined effectively with this technique. When using this type of question, make sure the illustration is free of distractions and the parts being questioned are clear. The syllabus is a contract between you and your students and describes what is to be taught, when it will be taught, and what method of presentation will be used.
It Developing an effective syllabus and course outline allows you to see how much material can be covered. Most schools do not have week courses, so you must decide how and when to present the material.
For most instructors,chapters18through23willbesupplementstoother chapters. Some body system chapters are longer than others, and you need to decide whether any chapters can be combined and covered in one week.
An example syllabus is as follows: A syllabus should include the course name and number, course goal state- ment, your name and office including room number, phone number, and e-mail address , time and days the course meets, and attendance policy if you so choose. The body of the syl- labus should include the following: A customizable syllabus is provided for you to work from.
Developing a Course Outline The course outline details what is to be covered during each week of the course. It also states the assignments students are expected to complete in preparation for class, identifies when tests are scheduled, and helps ensure that all class sections cover the same information.
Each student should receive a copy of the syllabus and the course outline at the beginning of the course. Based on this information, students know whatis expected of them and when it is expected; this leaves no room for surprises or excuses.
Week 1: Chapter 1 and begin Chapter 2 Week 2: Finish Chapter 2 Week 3: Chapter 3 Week 4: Chapters 4 and 5 Examination Week 5: Chapter 6 Week 6: Chapter 7 Week 7: Chapter 8 Week 8: Chapter 9 Examination Week 9: Chapters 10 and 11 Week Chapter 12 Week Chapter 13 Week Chapters 14 and 15 Examination Week Chapter 16 Week Chapter 17 Week Review material using Chapters 18—23 as a guide Week Review material using Chapters 18—23 as a guide Final Examination In the course outline, reading assignments, optional assign- ments, and student practice exercises can be assigned.
This further clarifies the expectations that students must meet to complete the course successfully. PART II This section includes support materials that students may find helpful in learning veterinary medical terminology.
Study the text and complete the review exercises at the end of each chapter. Do not try to learn all of the words in one night especially before a test. Study regularly—20 to 30 minutes each day in review is helpful. Do not be overwhelmed by the amount of material. At some point, it will seem as though the word parts are reshuffled parts that you already know. Use activity cards. Carry them with you and use them when you have a few free minutes. Listen to audio recordings.
Saythe words and definitions aloud. Write the words and their definitions. Form a study group or pair to quiz each other.
Work medical terminology puzzles or do fun activities to keep the information at your fingertips. Having students make the cards themselves helped them learn the words as they prepared the cards, but it was a time-consuming project that sometimes hindered the time students spent studying.
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Making grid sheets for students to photocopy is one way instructors can help students spend less time making the cards and more time studyingthem. The CourseMate that accompanies the text contains electronic flash cards and audio pronunciations. The program supplements the text by quizzing students on the most commonly used terms from An Illustrated Guide to Veterinary Medical Terminology, 4E.
The pro- gram is organized to correlate to the chapters in the text.
The program includes approximately 5, words, so it serves as a good resource for students. Auditory Learning The audio library on the CourseMate is a versatile teaching aid for use in the classroom, independent study, or distance education programs. Suggestions for using the audio include the following: Other instructors like to use the audio library at the end of the class period to reinforce the material pre- sented in class.
This allows students to hear the terms whenever and how often they choose. Sometimes students become very good at dividing medical terms into parts and defining them when they see the terms, but in the real world, they often need to follow verbal directions and give verbal instructions. Being able to hear, understand, and use terms in everyday language is one of the goals of a veterinary medical terminology course. Multimedia A variety of multimedia resources DVDs, videostreaming, computer-based presentations, etc.
Multimedia sources include pet food companies, veterinary clinics, state veterinary medical associations, the U. Department of Agriculture USDA , veterinary schools, veterinary distributors, the Internet, and private vendors who produce client and educational style videos.
Case Studies Case studies are a valuable resource because they clearly dem- onstrate the use of medical terms in a real setting. Another form of the case study is to provide students with a list of 10 terms which you choose so that the terms correlate. Students are then asked to make up their own case studies. At first, students often say that they do not have enough medical knowledge to complete this activity.
However, most students come up with fairly accurate cases. If they do make up a case study that is inaccurate, it serves as a good topic for classroom discussion.
As time progresses, students become very skilled at preparing case histories, know what information is helpful in takingcasehistories, and integrate information learned inother courses to make up more accurate case studies. Students seem to enjoy this activity as well. Case study organization, for you and for students, should be based on the following: Instead of memorizing long lists of abbreviations, students learn them in context and by body system.
Providing pathology reports is an excellent way of dem- onstrating to students that they may not know all of the medicalterms, buttheycanmakesenseofmostofthem.
Crossword Puzzles Medical terminology crossword puzzles and similar word searches are excellent ways to get students to interact with the material they are learning. Teaching Aids 9 Crossword puzzles can be duplicated and provided to stu- dents to solve individually, or transparencies of the puzzles can be used as classroom activities.
Crossword puzzle software can be purchased at many computer stores. Answer keys to the puzzles can be provided on the reverse side of the sheets given to students or duplicated and given to students after they work the puzzles. Current Veterinary Medical Information Portfolio A portfolio containing current veterinary medical articles is a useful resource.
Articles from veterinary technician journals, breeder newsletters, and the Internet, or client education sheets can be laminated or stored in protective sheets in a three-ring binder. Students may choose articles from the portfolio to test their knowledge of medical terminology, to use in preparing reports, or to use when preparing class presentations. Students also may collect articles to add to the portfolio.
Suggestions for maintaining the portfolio include the following: Also use the articles to spike interest about a topic in which many different medical terms are used and to stimulate classroom discussion to evaluate the accuracy of the information. Reading Veterinary-Related Books to Arouse Student Interest Assigning a veterinary-related book for students to read is one way to stimulate their interest in learning veterinary medical terminology.
One suggestion is to have students read Every Living Thing by James Herriot and complete medical terminol- ogy worksheets based on terms presented in the book. Visual Aids Overhead transparencies or computer-based presentations such as PowerPoint are visual teaching aids used to comple- ment written material.
When creating your own presentations, use the following guidelines: Some of the printed copies can be left incomplete for students to fill in during lecture.
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Free delivery worldwide. Bestselling Series. Harry Potter. Popular Features. New Releases. Medicine Veterinary Medicine Science: This user-friendly textbook delivers a unique pedagogical presentation that makes it a comprehensive learning resource. Focusing on how medical terms are formed, analyzed, and defined, the text discusses anatomical landmarks, the positioning of animals, and the relationships between body parts.
It also introduces terms used in the animal industry. Case studies illustrate how medical terminology is experienced in real-world practice, and an audio wordlist enables readers to hear the terms they are learning.
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Chapter 12 Week Product details Format Miscellaneous print pages Dimensions After completing the examination, the veterinarian suspects an obstruction of the urethra tube that carries urine from the urinary bladder to outside the body. Teaching Tips 3 Many class activities require students to work individually. Because students typ- Peer teaching is another way to help students learn and to ically confuse the terms hematuria and uremia, it is important to build their self-confidence.
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