Mastering medical terminology is critical for enabling effective communication in health care. Following the completion of their university degrees, nursing students require, on average, a working knowledge of circa 6000 to 8000 medical terms (Uherová and Hornáková, 2013). Learning medical terminology, however, proves challenging for nursing students as the majority of these terms derive from Greek and Latin classical languages, which receive limited dedicated teaching in the curriculum.
The importance of medical terminology
Medical terminology is the unique language used by health professionals to communicate precisely about patient care. These terms are used to describe body processes and structures, systems and diagnoses, as well as to communicate issues pertaining to patient treatment. Research indicates that nursing students perceive clear value in receiving dedicated teaching on the linguistic rules of medical terminology (McAllister et al, 2023; McAllister et al, 2024).
This article presents 10 essential principles to guide educators and students through the process of mastering medical terminology using evidence-based strategies. Both linguistic morphology and spaced repetition are techniques used to enhance medical terminology teaching and learning. These approaches support the reinforcement of the content learned, while contributing to language learning through active word-part engagement by the student (Lieber, 2021; Zhang et al, 2022; McAllister et al, 2024).
Principle 1. Reframe medical terminology as a language
Language acquisition research emphasises the significance of word-based instruction when learning a new language (Laufer, 2017). Reframing medical terminology as a complex language, rather than an extensive word list comprising Greek and Latin word parts, can facilitate its mastery. One approach to developing a firm grasp on this language is to remember frequently used word parts. For example, knowing ‘hypo-’ means ‘low’, and ‘hyper-’ means ‘high’ can make decoding word parts attached to these simpler.
Principle 2. Understand the role of morphology
Morphology refers to learning a language through word-part acquisition (Lieber, 2021). Medical terms are made up of different building blocks known as ‘word parts’. These word parts take the form of basic language and are made up of prefixes, roots and suffixes. The Greek and Latin word parts used to construct medical terminology are not frequently studied in the nursing curriculum. Possessing a firm grasp of the conventions of morphology, such as that a prefix usually precedes a root word, while the suffix is presented at the end, is helpful in mastering medical terminology.
Principle 3. Decode medical terms into separate word parts
Medical terminology is challenging to master because it adopts complex forms, often making it difficult to decipher. Successful mastery, like any challenging task, requires simplification. Breaking down complex medical terms into smaller, more manageable bite-sized chunks (or word parts in this case) facilitates the decoding process. For example, when encountering a term such as ‘pericarditis’ it is critical to decode it into separate, simpler word parts, ie prefixes, roots, and suffixes, to decipher meaning. Decoded, this term comprises three word parts: the prefix ‘peri-’, the root word ‘card’, and the suffix ‘-itis’. When combined, these word parts form the medical term, ‘pericarditis’, meaning ‘inflammation around the heart’.
Principle 4. Prefixes
Prefixes are words or letters placed before a word part to alter meaning. Some examples of common prefixes include ‘pre-’, ‘post-’, ‘anti-’, and ‘mis-’. Prefixes are followed by the symbol ‘-’ denoting that the root needs to follow the prefix. For example, in the term ‘hypotension’ (meaning ‘abnormally low blood pressure’), the prefix ‘hypo-’ means ‘low,’ while the term ‘hypertension’ includes the prefix ‘hyper-’ meaning ‘high’ (referring to ‘abnormally high blood pressure’).
Principle 5. Roots
Roots are the most basic form of a word that cannot be broken down into smaller parts. These serve as the anchor of word parts and provide meaning. For example, the term ‘intracellular’ consists of the prefix ‘intra-’ (meaning ‘within’) while ‘cellular’ refers to ‘consisting of, or resembling, cells. When combined, the medical term, ‘intracellular’ means ‘within the cells’. Adding a different prefix to the root ‘cellular’, such as ‘inter-’, changes the meaning of the term to ‘between the cells’.
Principle 6. Suffixes
Suffixes are added at the end of a word part to alter meaning. Common suffixes include ‘-itis’, ‘-ia’, and ‘-ology’. Suffixes are preceded by the symbol ‘-’ denoting that the root needs to appear before the suffix. For example, the term ‘hemiplegia’ includes the suffix ‘-plegia’, which pertains to ‘paralysis’. The medical term, ‘hemiplegia’, refers to ‘paralysis on one side of the body’.
Principle 7. Considering context and clinical practice
In the case of medical terminology, the context in which the term occurs frequently informs the content. For example, if a student is completing a clinical placement on a cardiothoracic ward, it is likely they will encounter medical terms (and word parts) focused on this discipline. This means that word parts such as ‘cardi-’, ‘angi’, ‘arteri/o-’ and ‘cor-’ will become part of their everyday language. For example, when encountering the unfamiliar term ‘coronary’, the student might recall that the root ‘coron/o’ referred to the heart, and so they would be able to deduce that the term ‘pertains to the heart’.
Principle 8. Spaced repetition
Spaced repetition is a well-documented language learning approach emphasising the importance of content repetition spaced over short periods of time to reinforce learned content (Larsen-Freeman, 2012; Zhang et al, 2022). Applying spaced repetition to learning medical terminology occurs when the same word parts are learned at regular intervals with the pattern of engagement repeated several times.
Principle 9. Visualising word parts with flashcards
Using flashcards to visualise different word parts and how they can be linked together to create new meanings is an important strategy that supports the reinforcement of medical terminology recall.
Principle 10. Using digital tools
Research indicates that using evidence-based tools for mastering medical terminology can support learners' acquisition of, and confidence with, these terms. Digital tools can offer engaging, bite-size learning opportunities to acquire the basics of a language.
Conclusion
Applying these 10 principles can help students master a range of complex medical terms while providing busy educators with insights into several relevant strategies to support students' learning. Possessing a sound grasp of medical terminology facilitates effective communication in university as well as in clinical practice, which enhances positive patient care by ensuring accurate communication pertaining to patient health and wellbeing. Ultimately, employing specialised digital tools to support learning can help to streamline the medical terminology language acquisition process.