Medical Terminology: A Living Language
Core Code Alignment
CTE / Health Science
Administration and Supervision
36010000175: Medical Terminology
Administration and Supervision
36010000175: Medical Terminology
Recommendation
Recommended Primary
Evaluation
Medical Terminology- High School Edition. This textbook I found to be an excellent beginning Medical Terminology textbook for those high school students who want to start building a good knowledge base of Medical Terminology. The textbook is broken up into different sections related to the body. The terms that students are learning are terms that they will actually use in a medical setting. It was very easy to follow and the practice as you go questions were a great resource to gauge a students understanding as they are going through the chapters. What I found very helpful is that it had in the Chapter Review real world applications that were much more helpful for students then just doing a crossword puzzle or word search. I found this to be a good learning tool for students.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| This textbook is written on a High School grade level. The teaching material is good for a beginning High School Medical Term class. Streamline content. Basic Anatomy and Physiology is presented to students. They break the terminology up into smaller sections to make it easier for the students to understand. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| The Practice as you go questions are a great learning tool for students. It allows them in shorter sections to review what they learned in that section. Each section builds upon the previous section. It has good Chapter Reviews- but the Real World Application is a good way to allow students to develop their Critical Thinking though activities that allow students to apply their medical knowledge to real life situations. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| This textbook was very easy to follow and read and navigate through. The table of content allowed you to see the learning information in that chapter and what activities there was for that chapter. It also broke it down into sections so if you needed to go back and review a section you could. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| It was an online textbook with additional options for students. Some of them were reading the information out loud that would be a great help to those students who struggle with reading and comprehension. I also allowed students to highlight information. take notes or make notes cards. This would be a great resource for students to have. | ||||||
| Technical Standards | This item has not been graded. | |||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| I was only given access to the online book so I could not fully assess the adaptability. What I did review and read through the online textbook was very appropriate for a 2 Term/ 1 Semester class. The chapters are such, that a teacher could break it into a 2 term class with additional study time at the end for Precision Testing. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Could not find or access any instructional support information for teachers, or additional supplemental resources. Would really like to see what was available for both teachers and students. | ||||||
| Supplemental Resources | This item has not been graded. | |||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| Each chapter has End-of-Chapter Practice Exercises that I noticed emphasize terminology usage rather than simple recall of word parts. The review also allowed a student to assess their skills in: • spelling • building medical terms • using abbreviations • defining medical terms • understanding true-to-life scenarios • labeling drawings of human anatomy | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| Because it is a Medical Terminology textbook- there is no bias and can be used by any high school student. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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