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Explains the definition of health literacy and how widespread low health literacy is, and the effects it can have. Informs people about techniques to help with low health literacy and allows them to practise some in group role-playing scenarios.

Learning Objectives

Lesson starts with a presentation and then skills are practiced in role-playing scenarios.

To learn what Health Literacy is

To learn how widespread low health literacy is and how it affects people

To learn skills to help patients with low health literacy

To practise some of these skills in scenarios

Leading to a better understanding of how to communicate with patients with low health literacy

Format

Face to Face - 90 minutes

Intended Audience

All Staff but especially frontline clinicians

To arrange a session for your team contact the library.

dgn-tr.library@nhs.net

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To recieve any of the following current awareness bulletins complete our form and we will add you to the mailing list.

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Ten Tasters - Medicine

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Clinical Education (incl AHP) :: ADAGIO

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Leadership and Management Development at DGT

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Leadership and Management Development at DGT

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Leadership, Management and Organisational Development :: ADAGIO

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Enrol your OpenAthens account on Imprivata

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Enrol your OpenAthens account on Imprivata

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What do I need to do?

On a Trust PC go to www.openathens.net - select Login - then select Login to MyAthens

Once you have done this your OpenAthens account will have been enrolled on Imprivata. This will make accessing the e-resources more streamlined for you as login should now be automatic.

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Are you running a course or delivering training to DGT staff?

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Are you running a course or delivering training to DGT staff?

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To find out more send an email to dgn-tr.library@nhs.net OR come and see us to discuss your needs.

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Medical terminology is language that is used to describe anatomical structures, processes, conditions, medical procedures, and treatments. At first glance, medical terms may appear intimidating, but once you understand the standard structure of medical words and the definitions of some common word elements, the meaning of thousands of medical terms is easily unlocked.

Most medical terms adhere to a fixed structure of a prefix, a root, and a suffix. These word components are assembled like building blocks to create a vast vocabulary.

The physicians of Greece are considered the founders of rational medicine, and medical terms are primarily derived from Greek and Latin. Over the centuries, the language of medicine has evolved into multiple national medical languages. Today, medical English is the primary language for international communication. It is used in most influential medical journals and has become the language of choice at international conferences.

Basic Term Structure

Medical terms are composed of the following standard word parts:

Prefix: When included, the prefix appears at the beginning of a medical term and usually indicates a location, direction, type, quality, or quantity.

Root: The root gives a term its essential meaning. Nearly all medical terms contain at least one root. When a prefix is absent, the term begins with a root.

Suffix: The suffix appears at the end of a term and may indicate a specialty, test, procedure, function, disorder, or status. Otherwise, the suffix may simply define whether the word is a noun, verb, or adjective.

Combining vowel: A combining vowel (usually the letter "o") may be added between word parts to aid in pronunciation.

Breaking a word down into its component parts should help readers ascertain the meaning of an unfamiliar term. For example, hypothermia has the prefix hypo- (meaning below normal), the root therm (heat or warmth), and the suffix -ia (condition).

Word Roots

A word root is the foundational element of any medical term. Roots often indicate a body part or system.

Common word roots:

Compound Words

A medical word may include multiple roots. This frequently occurs when referencing more than one body part or system. For example, cardio-pulmo-nary means pertaining to the heart and lungs; gastro-entero-logy means the study of the stomach and intestines.

Combining Forms

A combining vowel is used when a root is followed by another word part that begins with a consonant. A combining vowel (usually the letter "o") is added after the root (e.g., neur- o-logy) to aid pronunciation. The root and vowel together (e.g., neur-o) are called the combining form. For simplicity, the word part tables do not include combining vowel options.

Prefixes

A prefix modifies the meaning of the word root. It may indicate a location, type, quality, body category, or quantity. Prefixes are optional and do not appear in all medical terms.

Common prefixes:

Suffixes

Medical terms always end with a suffix. The suffix usually indicates a specialty, test, procedure, function, condition/disorder, or status. For example, "-itis" means inflammation and "-ectomy" means removal.

Alternatively, the suffix may simply make the word a noun or adjective. For example, the endings -a, -e, -um, and -us are commonly used to create a singular noun (e.g., crani-um).

Although the suffix appears at the end of the term, it often comes first in the definition. For example, appendicitis means inflammation (-itis) of the appendix. Accordingly, it is sometimes helpful to read unfamiliar medical terms from right to left.

Occasionally, medical terms are composed of only a prefix and a suffix. For example, apnea includes the prefix a- (without) and suffix -pnea (breathing).

Common suffixes (letters in parentheses are not always present):

Plural Forms

Adding an "s" or "es" to the end of a word is often the straightforward method to make a word plural in English and many modern Romance languages. In medical terminology, however, things are a little more complicated. The plural form of each word is based on the last two letters of the singular suffix.

There are several exceptions. For example, "virus" is a Latin term without a plural form. "Viruses" is the accepted plural form. Elsewhere, the suffix "s" or "es" occasionally prevails in common usage. For example, the plural form of "hematoma" is "hematomas" rather than "hematomata."

Common singular endings and corresponding plural endings:
Additional resources:
Related Guides:

References

1. Banay GL. An Introduction to Medical Terminology I. Greek and Latin Derivations. Bulletin of the Medical Library Association. 1948;36(1):1-27.

2. Wulff HR. The Language of Medicine. J R Soc Med. 2004;97(4):187-8.

3. Ehrlich A, Schroeder CL. Introduction to Medical Terminology. 3rd ed. Delmar, Cengage Learning; 2014:5.

4. Nath, JL, Lindsley KP. A Short Course in Medical Terminology. 4th ed. Philadelphia: Wolters Kluwer Health; 2018:38.

5. Cohen BJ. Medical Terminology: An Illustrated Guide. 6th ed. Baltimore: Wolters Kluwer Health/Lippincott Williams & Wilkins; 2011. Tables 2-4.

Published: January 9, 2020

Last updated: March 22, 2023

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Medical terminology is language that is used to describe anatomical structures, processes, conditions, medical procedures, and treatments. At first glance, medical terms may appear intimidating, but once you understand basic medical word structure and the definitions of some common word elements, th…

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Mendeley is a FREE reference management tool you can use to manage your references & create bibliographies using cite while your write.

Create an account HERE

For help in getting set up contact the library

dgn-tr.library@nhs.net

Ext. 8548

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Cite them right: the essential referencing guide

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Cite them right: the essential referencing guide

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Access this book HERE then login using OpenAthens

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Are you studying?

Have you been given a reading list?

If the answer is YES come and see us as we may be able to provide you with access to the resources on your list.

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Take a look at the CQI page on Adagio and find out how you can train to become a certified QI practitioner at DGT.

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Do you have something you would like to ask?

Fill in this form with your query and a member of the library team will come back to you.

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Learning, EDI and Organisational Development

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Learning, EDI and Organisational Development

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Access the Learning and Organisational Development page on Adagio HERE to find out more about some of the opportunities available to you at DGT.

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Access HERE - Click on the yellow bar at the top of the screen then login using your OpenAthens account.
Look for the blue icon on the desktop of your Trust computer.
The Knowledge and Library Hub gives access to many resources all in one place.

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Apprenticeships :: ADAGIO

Apprenticeships :: Dartford and Gravesham NHS Trust

The Trust offers many apprenticeship opportunities in a number of different roles, these provide an excellent opportunity if you are looking to start a career in the NHS.

Current employees are also offered the opportunity of career development through an apprenticeship there is no age limit on personal development. To learn more on what opportunities are available to you contact Maria Berry, Learning and Apprenticeship Manager: maria.berry4@nhs.net

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How To Reference & How To Manage Your References

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How To Reference & How To Manage Your References

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Suitable for anyone who is studying, writing or doing research and needs to have a basic understanding of how to reference and to avoid plagiarism.

take a look at some of the different referencing styles used and what information you need to collect for your references.

Look at some examples of bibliographic management software available with practical sessions on how to use it including creating a bibliography and cite while you write.

Email dgn-tr.library@nhs.net to book a session for yourself or your team.

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Access engage to complete your mandatory training and book onto training sessions.

If you experience difficulties logging onto engage please email the team on dgt.engagesupport@nhs.net

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Is there a specific book or journal article you would like to find? Fill out our request form with the details and we will locate if for you.

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Browse all the journals available to you - click on the link above and make sure you are logged in with OpenAthens. Journals are sorted by subject including Health Services Administration.

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Search the catalogue HERE to find books & journals.

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Training & Guidance :: ADAGIO (dgt.nhs.uk)

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To register with the library just fill out our membership form HERE

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Are you finding it hard to find relevant, recent and high quality information? This course will show you how to use databases such as Medline, CINAHL and EMBASE to search for articles, as well as showing you how to use your OpenAthens ID to access and download articles. It will also demonstrate how you can place alerts to notify you when new content is added which matches your search criteria.

Email dgn-tr.library@nhs.net to book a session for yourself or your team.

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Learning Styles: The Models, Myths and Misconceptions – and What They Mean for Your Learning

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Learning Styles: The Models, Myths and Misconceptions – and What They Mean for Your Learning

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Kolb said that it was beneficial to know which type of learner you were, in order to "play to your strengths." He also believed that educators and trainers could tailor their teaching methods to different people's learning styles.

2. Honey and Mumford's Learning Styles

Peter Honey and Alan Mumford developed Kolb's model by focusing on how learning is used in practice, particularly at work. They identified four new learning styles: Activist, Pragmatist, Reflector, and Theorist - using terms that we might naturally pick to describe ourselves and our colleagues.

3. Anthony Gregorc's Mind Styles

Anthony Gregorc and Kathleen Butler went into more detail about how we think, and how this might affect the way we learn.

This theory put us all on a spectrum between concrete and abstract thinking, and between sequential and random ordering of our thoughts.

Concrete perceptions happen through the senses, while abstract perceptions deal with ideas.

Sequential thinking arranges information in a logical, linear way, while a random approach is multidirectional and unpredictable.

In Gregorc's model, our strengths and weaknesses in each of these areas determined our individual learning style.

4. 4 Learning Styles (VARK)

Educational psychologist Walter Burke Barbe and his colleagues proposed three "modalities" of learning: Visual, Auditory, and Kinesthetic (movement and touch). These were often referred to simply as VAK.

A variation on the acronym, developed by New Zealand-based teacher Neil D. Fleming, is VARK®, or visual, auditory, reading/writing, and kinesthetic. You can find out more about both VAK and VARK in our article, VAK Learning Styles.

Visual Learning Style

A visually-dominant learner absorbs and retains information better when it is presented in, for example, pictures, diagrams and charts.

Auditory Learning Style

An auditory-dominant learner prefers listening to what is being presented. They respond best to voices, for example, in a lecture or group discussion. Hearing their own voice repeating something back to a tutor or trainer is also helpful.

Reading/Writing Learning Style

People with a dominant reading-and-writing learning style take in new information best when they read it as words and text. They're often good at summarizing information in written notes.

Kinesthetic Learning Style

A kinesthetic-dominant learner prefers a physical experience. They like a "hands-on" approach and respond well to being able to touch or feel an object or learning prop.

Barbe was clear that everyone had strengths, weaknesses and preferences in each of the VAK modalities. The most effective learning, he said, utilized all three in combination. He said that the mix we achieved depended on many factors, and would likely change over time.

The VAK model was popular and widely applied. But, like some of the earlier models, it became associated with a fixed outlook on learning. Many people took it to mean that learners could be classified by a single modality - as a "visual learner," for example - with little room for maneuver. And there was confusion over whether the VAK definition referred to someone's innate abilities, their personal preferences, or both.

5. The Learning Styles Task Force

In the 1980s, American educationalists were still trying to find out as much as they could about learning styles, to help classroom teachers to achieve the best possible results.

They divided learning styles into three categories: Cognitive, Affective and Physiological.

Cognitive: how we think, how we organize and retain information, and how we learn from our experiences.

Affective: our attitudes and motivations, and how they impact our approach to learning.

Physiological: a variety of factors based on our health, well-being, and the environment in which we learn.

6. The Index of Learning Styles™

The questionnaire considered four dimensions: Sensory/Intuitive, Visual/Verbal, Active/Reflective, and Sequential/Global. The theory was that we're all somewhere on a "continuum" for each of them. Neither extreme was said to be "good" or "bad." Instead, we'd do best by drawing on both ends of the spectrum.

Questionnaires like this promised to define anyone's learning style, so that they could address any "imbalances," and learn in the ways that would benefit them most.

Criticisms of Learning Styles

These and other theories about learning styles have become extremely popular and widespread. However, a growing body of research has challenged many of their claims.

Let's look at the four key criticisms that have been leveled against them:

1. The Science Isn't Strong Enough

2. Learning Styles Change

3. Strengths and Preferences Are Not the Same

4. Teaching to Particular Learning Styles Doesn't Work

Using Learning Styles to Improve Learning

Despite the criticisms we've outlined, some of the ideas that underpin learning styles theories still have value - especially the emphasis on metacognition: "thinking about thinking."

One influential collection of research cast doubt on specific learning styles models, but was still positive about metacognition. And metacognition has been shown to improve educational outcomes - leading the Education Endowment Foundation to recommend it as a key teaching and learning tool.

Analyzing our thinking can help us to plan learning strategies that work for us. It can support us to become more organized in our studies, to use prior knowledge as the foundation for new learning, and to choose effective methods for different learning tasks.

Plus, by examining our strengths and weaknesses, we can make the most of any aspects of learning that "come naturally" and that we enjoy, while also working on the areas that might be holding us back.

If you're eager to improve your personal approach to learning, here are three key steps to take:

1. See the Big Picture

Do everything you can to gain a rounded picture of your learning. Look at all the different reasons why you tend to tackle learning the way you do.

And, when you're in the process of learning, ask yourself why you're doing it a particular way. Is it because it's the most effective for you, or simply because it's what you've always done?

Be wary of definitive judgments. Instead, consider different scenarios, and try to differentiate between how you like to learn, and how you learn best - in a variety of learning situations.

2. Identify Your Strengths

Highlight the types of learning that work best for you, and the conditions for learning that support them. For instance, you might be more of an active learner, who operates best in groups.

Keep doing the things that give the best results, to keep your learning fast and effective - and look for ways to improve them even more.

But also leave room to practice and strengthen any learning behaviors that you find more difficult.

3. Work on Your Weaknesses

You can often improve areas of your learning that are letting you down simply by using them more.

If you feel that you're not confident learning visually, for example, get into the habit of reading the charts and diagrams in an article before grappling with the ideas in the text.

Or, if you're an independent learner by nature, make a point of involving others in your problem-solving from time to time.

Also, actively look for opportunities to try out new ways to learn. You might be surprised about what works - and about the new elements of learning that you enjoy.

How to Help Other People to Learn

Becoming more aware of your own strengths and preferences helps you to appreciate and cater for the diverse ways in which others learn, too.

For example, when you're giving a presentation, chairing a meeting, or leading a training session, avoid leaning too heavily on the approach that you would enjoy yourself.

Remember that some learners will benefit from visual aids, while others will rely on listening to what you say, or on watching your body language. Back up abstract theories with real-life examples. Spend time discussing small details as well as outlining large-scale ideas.

You can't always cater for everyone, but you can better engage your audience by allowing for different approaches to learning. If nothing else, your varied approach will keep people energized and alert!

Frequently Asked Questions

What is the kinesthetic learning style?

A learner with a preference for the kinesthetic learning style prefers a physical experience. They like a "hands-on" approach and respond well to being able to touch or feel an object or learning prop.

Can you have two learning styles?

Yes. Or more than two. Very few people, if any, are completely reliant on one learning style. They may favor, say, visual learning, but still be able to learn by reading and writing.

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Learning Styles - The Models, Myths and Misconceptions - and What They Mean for Your Learning

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Explore the latest thinking on Learning Styles, to understand the pitfalls and avoid limiting your learning.

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Finding the Evidence (Searching for Evidence Based Practice)

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Finding the Evidence (Searching for Evidence Based Practice)

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This hands-on session leading on from How to find information will aid you to find the evidence you need to support your research or for patient care. It covers a look at the hierarchy of evidence as well as searching for Cochrane systematic reviews, guidelines, randomised control trials and patient pathways.

Email dgn-tr.library@nhs.net to book a session for yourself or your team.

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For a selection of some of the books held in the library click on the following links.

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For a selection of some of the books held in the library click on the following links.

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If you don't find what you need just ask as we can usually get it from elsewhere.

Continuing Professional Development

Critical Appraisal

Critical Thinking

Dissertation

Doing a Literature Review

Essay Writing

Referencing

Reflective Practice

Studying with Dyslexia

Study Skills

Study Techniques

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How to Search the Literature Effectively - A step-by-step guide to finding information and developing the skills for successful searching

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How to Search the Literature Effectively - A step-by-step guide to finding information and developing the skills for successful searching

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A series of 7 bite-sized e-learning modules to introduce you to searching.

Literature Searching Modules

These modules are designed to help the healthcare workforce (clinical and non-clinical) build confidence to search published literature for articles and evidence relevant to their work, study and research. The modules are short (each taking no more than 20 minutes to complete) and may be ‘dipped into’ for reference, or completed to obtain a certificate. There are seven modules suitable for novice searchers and those wishing to refresh their knowledge.

Building the foundations

Module 1 Introduction to searching

Module 2 Where do I start searching?

Module 3 How do I start to develop a search strategy?

Developing the skills

Module 4 Too many results? How to narrow your search

Module 5 Too few results? How to broaden your search

Module 6 Searching with subject headings

Applying the skills

Module 7 Searching the NHS Knowledge and Library Hub and bibliographic databases

If you require further assistance contact your library team.

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We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

Let us know if this is OK. We'll use a cookie to save your choice. You can read more about our cookies before you choose.

BETA This is a new platform - your feedback will help us to improve it.

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Skip to main content We've put some small files called cookies on your device to make our site work. We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

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To access all the e-resources, including articles, e-books & healthcare databases you will need an OpenAthens account. Click above to register.

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Already have an account? Login

Please note that you need to activate your account before you can use it. Please read the information on the page you'll see after you have submitted this form, and check your inbox for your activation email.

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Already have an account? Login Please note that you need to activate your account before you can use it. Please read the information on the page you'll see after you have submitted this form, and check your inbox for your activation email.

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Accessibility to the Library space & resources - How can we help you?

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Accessibility to the Library space & resources - How can we help you?

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If there is anything else that you think we should be doing to help make library services & resources more accessible to ALL staff please let us know.
Email dgn-tr.library@nhs.net or come & have a chat with one of the team.

Electric height adjustable desk with PC - for wheelchair users or if you have a bad back & need to stand to work - please book 24hrs in advance to be sure it is available when needed.

Dedicated PC with specialist software for converting text to speech (or vice versa) - Nuance Dragon Naturally Speaking software - please book 24hrs in advance to be sure it is available when needed.

Page overlays in assorted colours available to borrow - ask at the desk

Longer book loans

Access to books from the RNIB Bookshare scheme for users with a neurodiverse condition or who are blind and partially sighted.

Coloured paper available on request for printing/photocopying

Assistance with retrieving books off the shelves during staffed opening hours. (Mon-Fri, 09.00-16.00)

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The library offers several different critical appraisal training sessions depending on what type of research you need to appraise and what level you need.

Exploring Critical Appraisal (How to read a paper)

Critical Appraisal of Quantitative Studies

Critical Appraisal of Systematic Reviews

Critical Appraisal of Qualitative Studies

Email dgn-tr.library@nhs.net to book a session for yourself or your team.

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If you need to use a PC for your mandatory training, work or study these can be booked 24 hours in advance by contacting the library. Headsets can also be borrowed.

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Can't find what you need?

Email, phone or come and see us and we will be able to help you.

The Library is located on Level 1 opposite Willow Ward.

Email: dgn-tr.library@nhs.net
Phone: 01322 42 8548