Latin language and basics of medical terminology: Textbook.

Reviewer: Doctor of Philology

state medical institute

This manual is designed for first-year students medical institutes and sets itself the task of giving the main questions of Latin grammar that are relevant in the study of medical terminology. The purpose of the manual is to present the program material in a form that is easy to remember. The wording of the titles of educational topics is consistent with the wording of the examination questions. As an illustrative material, when explaining grammatical topics, preference is given to examples from the anatomical and histological nomenclature, which at first greatly facilitates the work of students in memorizing new words.

Grammar material on each new topic is presented in a separate lesson, exercises have been developed for all topics, vocabulary has been selected for mandatory memorization.

In accordance with new Program in Latin, the theme "Verb" was developed, in a more accessible form for students - non-philologists, the topics "Prepositions" and "Prefixes" are presented. Much attention is paid to the issues of term formation. The introduction focuses on the history of the formation medical terminology and its language sources, which will allow students to use this section when studying the course "History of Medicine".

The manual ends with an introductory lecture to the new section of the course "Clinical terminology", which is also focused on the program questions submitted for the exam.

At the end of the manual, students are offered tables on the main issues of Latin grammar.

Introduction

The main task of studying at a medical university is the preparation of highly qualified specialists. This task is unthinkable without mastering the special terminology. Terminological training of future doctors involves not only understanding the terminology, but also mastering it. Modern scientific language The doctor's vocabulary is very rich in various medical-biological, anatomical-histological and clinical terms. Even when the doctor speaks professional theme in Russian, he uses from 50 to 80% of the words of Latin and Greek origin. All branches of medicine are based on the Latin language and, through it, on the ancient Greek. Physicians and pharmacists have long had a saying: Invīa est in medicina via sine lingua Latīna.

Latin language belongs to the so-called dead languages. For a very long time there has been no native speaker of the Latin language. But once the Latin language was spread over a very large territory. The history of the Latin language dates back to the beginning of the first millennium BC. e., when the Latin language was spoken by the tribe of a small region of Latium, located in the middle part of the Apennine Peninsula in the lower reaches of the Tiber River. The tribe called themselves Latins (Latīni), their language - Latin (Lingua Latīna). In the course of many years of wars of conquest and intensive colonization, the entire territory of modern Italy fell under the rule of Rome (the center of Latium from 753 BC). By the beginning of the first century BC. Latin becomes the language of the vast Roman Empire from modern Portugal in the west to modern Romania in the east. In the west of Europe, the Latin language was practically unopposed by the tribal languages. But in the depths of the Mediterranean basin - in Greece, Asia Minor, Egypt, he encountered languages ​​\u200b\u200bthat have an older written tradition and more high culture.

Long before Greece fell under Roman rule (146 B.C.E. ), she stood at a higher level of cultural development. In the 5th century BC, in the so-called classical era, the sciences, including medicine, developed richly. In this century in Greece lived the great healer of antiquity Hippocrates of Kos(460-377 BC), "the father of scientific European medicine." In his multi-volume works (about 100 large and small works are attributed to him), which have partially survived to our time, the foundations of scientific medical terminology were laid. It developed, of course, on the basis of colloquial Greek. This is evidenced by ancient written monuments of a non-medical nature. For example, in Homer's epic poems "Iliad" and "Odyssey", dating back approximately to the VIII century. BC, there are names of almost all the most important parts of the body, organs. Most of these names in one form or another have passed into the specialized literature and have survived to this day, as a rule, without changing the original meaning: for example, brachion, gaster, daktylos, derma, enkephalos, haima, hepar, thorax etc. Works, the author of which is considered to be Hippocrates, were included in the "Corpus Hippocraticum" - "Hippocratic Corpus". This collection lays the foundations not so much of anatomical vocabulary, but of that which relates to the field of physiology, pathology, symptoms and nosology (various specific diseases under their own names). From the writings of Hippocrates, scientific medicine inherited many names: bronchus, urethra, herpes, carcinoma, kyphosis, coma, nephritis, paresis, polyp, symphysis, typhus, cholera, epidemic and many others.

Foreword
List of conditional abbreviations
Introduction

Section I. LATIN ALPHABET. PHONETICS THE MOST RELEVANT ELEMENTS OF LATIN GRAMMAR FOR TERM FORMATION. ANATOMO-HISTOLOGICAL TERMINOLOGY

Lesson 1 (§ 1-10). Latin alphabet. Phonetics. Pronunciation of vowels. Features of the pronunciation of diphthongs and consonants
Lesson 2 (§ 11-16). Longitude and brevity of a syllable. Stress Rules
Lesson 3 (§ 17-32). The structure of the anatomical term. Parts of speech and grammatical categories of words that make up the term. Noun. Grammar categories noun. Dictionary form. General information about declensions and basis. General rules gender definitions. Inconsistent definition
Lesson 4 (§ 33-47). Adjective. Grammar categories of adjectives. Two groups of adjectives. Dictionary form. Principles of agreement of adjectives with nouns
Lesson 5 (§ 48-59). Comparative degree of adjectives in the nominative and genitive cases. Education comparative degree. The most common comparative adjectives in anatomical terminology, features of their meaning and use
Lesson 6 (§ 60-74). Superlatives adjectives. Generalization of information about the name of the adjective. Brief information about some prefixed, complex and substantiated adjectives
Lesson 7 (§ 75). Self-preparation for control work
Lesson 8 (§ 76-89). III declension of nouns: their generic characteristics and the nature of the stems. Nouns male III declension
Lesson 9 (§ 90-96). Nouns female III declension
Lesson 10 (§ 97-103). Neutral nouns III declension
Lesson 11 (§ 104-114). Nominative plural(Nominativus pluralis) of nouns I-V declensions and adjectives
Lesson 12 (§ 115-125). Genitive plural (Genetivus pluralis) of nouns 1 - V declensions and adjectives
Lesson 13 (§ 126-127). Self-preparation for the final test on the 1st section of the course on the material of anatomical and histological terminology

Section II. TERMINOLOGICAL WORD FORMATION. CLINICAL TERMINOLOGY

Lesson 14 (§ 128-134). Some general concepts terminological word formation: word composition->morpheme->word-formation structure->producing (motivating) and derivative (motivated) base->term element (TE)->word articulation->word-formation methods. Suffixation in terminological word formation
Lesson 15 (§ 135-146). Base (word) addition. Derivatives - Difficult words. Greco-Latin doublets and single term elements. General understanding of the structure of clinical terms
Lesson 16 (§ 147-152). Word formation (continued). Suffixes -osis, -iasis, ismus, -itis, -oma in clinical terminology. Compound words. Greco-Latin doublets and single TEs (continued)
Lesson 17 (§ 153-156). Word formation (continued). Prefix. Prefix-suffix derivatives
Lessons 18-19 (§ 157-160). Word formation in clinical terminology (continued). Greco-Latin doublet designations for tissues, organs, secretions, secretions, sex, age. Single TEs denoting functional and pathological conditions, processes
Lesson 20 (§ 161 - 163). Word formation in clinical terminology (continued). Single TEs denoting various physical properties qualities, attitudes and other features
Lesson 21 (§ 164-166). Self-preparation for the test on the II section of the course on the material of word formation and clinical terminology

Section III. ELEMENTS OF LATIN GRAMMAR IN CONNECTION WITH PRECIPION PHARMACEUTICAL TERMINOLOGY AND PRECIPICE

Lesson 22 (§ 167-177). General understanding of pharmaceutical terminology. Nomenclature medicines
Lesson 23 (§ 178-186). Verb. Grammatical categories and dictionary form of verbs. Introduction to the 4 conjugations and stem. Imperative mood(Imperativus) Subjunctive (Conjunctivus)
Lesson 24 (§ 187-200). Accusative and ablative. Prepositions. recipe structure. Basic rules for the design of the prescription line and the Latin part of the recipe
Lesson 25 (§ 201-208). Chemical nomenclature in Latin. Titles chemical elements, acids, oxides
Lesson 26 (§ 209-215). Names of salts
Lesson 27 (§ 216-221). The most important prescription abbreviations. Frequency segments with chemical meaning
Lesson 28 (§ 222). Self-preparation for the test on the III section of the course on the material of the formulation and pharmaceutical terminology

ADDITIONAL GRAMMAR TOPICS AND MATERIALS FOR INDEPENDENT WORK UNDER THE LEADING OF THE TEACHER

Lesson 29 (§ 223-226). Present tense of the indicative mood of the active and passive voices
Lessons 30-31 (§ 227-234). Communion (Participia). Present participle of the active voice (Participium praesentis activi). Past participle passive voice(Participium perfecti passivi)
Lesson 32 (§ 235-241). Numerals. Adverbs. Pronouns

Theoretical questions for preparing for a differentiated test
Samples practical tasks to prepare for a differentiated test
Latin aphorisms, special expressions, proverbs
Latin-Russian Dictionary
Russian-Latin Dictionary
List of used literature

Bishkek 2007

Ministry of Education and Science of the Kyrgyz Republic

Kyrgyz-Russian Slavic University

Faculty of Medicine

T.V. Kozhinova, B.A. Alkeshova

LATIN AND MEDICAL TERMINOLOGY

Tutorial

Bishkek 2007

Approved by the Ministry of Education and Science of the Kyrgyz Republic

as a teaching aid

for students of medical higher educational institutions

Reviewers:

N.N. Zarechnova, d.m.s., prof., head. Department of Normal Morphology, KRSU,

G. S. Zamaletdinova, head Department of Foreign and Latin Languages ​​of KSMA

Kozhinova T.V., Alkeshova B.A.

Latin Language and Medical Terminology: Textbook

/Under. edited by T.V. Kozhinova. - Bishkek: KRSU, 2007. - 413 p.

The manual is intended for students of the 1st year Faculty of Medicine. The main purpose of this manual is to help students master the basics of medical terminology: anatomical, clinical and pharmaceutical terms, their structure, writing prescription skills. In addition, students get an idea about the system of the Latin language as a whole.

The manual is supplied with a Russian-Latin and Latin-Russian dictionary, a list of the most common Latin aphorisms, popular expressions and proverbs with translation into Russian, as well as the student anthem "Gaudeamus" and "The Hippocratic Oath" in Latin and Russian translations.

Foreword…………………………………………………………………………………………..6

Lesson 1. Latin alphabet. Rules for reading vowels and consonants……............................11

Lesson 2. Longitude and brevity of a syllable. Stress Rules…………….………............................19

Lesson 3. Noun………………………………….…………………………………25

Lessons 4-5. Adjective name: I, II groups and comparative degree.…………………….29

Lessons 6-7. The structure of the anatomical term.

Inconsistent and agreed definition………………………...………………………....35

Lessons 8-10. The structure of a polynomial anatomical term………………………………43

Lessons 11-12. General information about nouns III declension

Masculine nouns III declension

Names of muscles according to their function……………………………..……………………………..50

Lesson 13. Feminine nouns III declension……………………………………...59

Lessons 14. Nouns of the neuter gender of the III declension .............................................. ...............64

Lessons 15-16. Nominative and genitive plural

(Nom. et Gen. Pluralis): nouns I, II, IV and V declensions,

adjectives of group I (I-II declensions)……………………………………………………….67

Classes 17-18. Nominative and genitive plural

(Nom. et Gen. Plur.) of nouns and adjectives of the III declension….................................71

Classes 19-20. Verb. Grammatical categories and dictionary form of verbs.

Verb conjugations. Imperative and subjunctive moods………….................................77

Lesson 21. Prescription formulations with prepositions…………………………………………..86

Lesson 22. Frequency segments in trivial names of medicines…….91

Lesson 23. Pharmaceutical term structure…………………….…………………...100

Lesson 24. General information about the recipe. Recipe structure………….……………………...105

Lesson 25. Self-preparation for the module on the material

pharmaceutical terminology and formulation………………………………………………..…113

Lesson 26. Chemical nomenclature in Latin.

Latin names of the most important chemical elements.

General principles structures of pharmacopoeial names of acids, oxides……………………122

Lessons 27-28. Names of salts……………………………..…………………………………..132

Lesson 29. The most important prescription abbreviations……………………..……………………...141

Lesson 30. Word formation. Suffixes –osis, -iasis, -itis, -oma, -ismus.……………….147

Lesson 31. Word formation. Prefix. Frequency Greek consoles…….……...157

Lesson 32. Word formation in clinical terminology.

Greco-Latin doublet designations of organs, parts of the body.

Greek TE denoting teaching, science, method of diagnostic

examinations, treatment, suffering, illness……………………………………………….…...167

Lesson 33. Word formation. Greco-Latin doublet designations

organs and tissues. Greek TEs for pathological changes

organs and tissues, therapeutic and surgical techniques……………….………………..177

Lesson 34. Word formation. Greco-Latin doublet designations of fabrics,

organs, secretions, secretions, sex, age…………………………………………………….188

Lesson 35. Word formation. Single TEs denoting

functional and pathological conditions, processes…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………199

Lesson 36. Word formation. Single TEs denoting various

physical properties, qualities, relationships and other signs……………………………………………………………………………………………………………………210

Recipes………………………………………………….………………………………………220

Additional materials. Student anthem Gaudeamus.……………………...238

Latin aphorisms, special expressions, proverbs…………...........................242

Russian-Latin Dictionary……………………………………………..……………………..270

Latin-Russian Dictionary…………………………………………………………………… 329

Literature………………………………………………………………………………………413

Foreword

The proposed manual is addressed to medical students of the first course. Studying the Latin language at a medical university (at the medical faculty) is not an end in itself, but a means for mastering the professional language of medical science - medical terminology.

The main purpose of this manual is to help students master the basics of medical terminology: anatomical, clinical and pharmaceutical terms, their structure, writing prescription skills. In addition, students get an idea about the system of the Latin language as a whole.

The material is considered in a comparative aspect, parallels with the Russian language are drawn. The structural unit of the benefit is an occupation. The practical course is preceded by an introductory lecture on the history and specifics of the doctor's professional language. Each lesson begins with a presentation theoretical material A that is represented by a table or chart. This is followed by an exercise to consolidate the theory and a lexical minimum. It also contains a number of tests.

Term elements of Greek origin in clinical terminology are selected based on the following criteria:

1. Educational and methodological expediency.

2. Frequency of the term element.

3. Word-building value.

This textbook, addressed mainly to students of the Faculty of Medicine, in no way claims to replace the fundamental textbooks in Latin.

The purpose of this manual is to acquaint students with the basics of medical terminology and teach them to consciously and competently use the terms in Latin when studying special disciplines.

With the limited number of hours available curriculum to the study of Latin, it is impossible to fully cover all medical terminology. In the Latin language classes, the foundations are laid for mastering an extensive and multidisciplinary medical terminology, and knowledge and skills are acquired. As for skills, they can be formed only if they are systematically applied in subsequent courses, in the course of studying special disciplines, already existing knowledge and skills. This is facilitated by the integration between the Latin language course, on the one hand, and the medico-theoretical and clinical disciplines, on the other hand.

The main principle of the selection of anatomical-histological, pharmacological and clinical terminology, and, accordingly, the development of exercises to consolidate grammatical and lexical material, was to include the most common terms of these subsystems. At the same time, vocabulary is used that is less common, but grammatically interesting.

"Additional material" contains aphorisms, proverbs, the text of the old student anthem "Gaudeamus", a Latin-Russian and Russian-Latin dictionary.

Valuable comments and recommendations of the Associate Professor of the Department of Rehabilitation Medicine L.I.

LATIN LANGUAGE AND MEDICINE

Higher medical education is unthinkable without the widespread use of the basics of the Latin language.

All branches of medicine are based in their terminology in Latin and through it in ancient Greek. Medical scientific terminology in its education is always synchronized with the development of medicine itself. New phenomena, names of diseases, medicinal substances require new names - terms that throughout all centuries and today are formed on the basis of Latin-Greek vocabulary.

The Latin language got its name from the tribe of the Latins, who in ancient times inhabited the region of Latium (Latium) in the center of the Apennine peninsula and founded in the 13th century BC. on the banks of the Tiber River, the city of Rome (the capital of present-day Italy). The Roman Republic, then the empire, carried out a broad policy of conquest in the western and eastern parts of the Mediterranean Sea from the 2nd century. Since the conquest of Greece by the Romans, where the level of culture was higher, there has been a mutual influence and enrichment of cultures and languages. Conquered Greece, with its high culture, conquered its conquerors. In the Roman Empire and in Rome itself, doctors were mainly Greeks, they developed medical science, created various "schools" in medicine, and introduced terminology. Greek became the second language of the empire. Appeared in Latin a large number of Greek words, including scientific ones.

Together with political power in the Mediterranean basin and in other conquered countries, Roman culture and language spread. The fall of the Roman Empire did not lead to the disappearance of the Latin language, which took root in the countries Western Europe. The states that arose on the territory of the former Roman Empire and the all-powerful church at that time needed the Latin language, and it was preserved for a long time in public affairs, cultural life, literature, and science. On the basis of popular Latin, new languages ​​of the Romance group arose: Italian, Spanish, French, Portuguese, Romanian, etc.

In the era of the Middle Ages, the Latin language retained its significance mainly as the language of science - in all educational institutions, teaching was conducted in Latin. But greatest development reached ancient medicine in Greece, and then in Rome. For the first time, medical terms were collected and written down by the "father" of medicine - Hippocrates in the 5th century BC. Other founders of medical science and its terminology were the Romans: Aulus Cornelius Celsus, who lived in the 1st century AD, author of the treatise “On Medicine” (De medicina) in 8 books, and Claudius Galen, who lived in the 2nd century. Until now, in medicine there are a number of terms artificially formed by Hippocrates, Galen and Celsus. Galen was the most prominent theoretician of ancient medicine after Hippocrates. The views of these famous scientists of antiquity, often naive, from our point of view, had at one time great importance and contributed to the development of medicine as a science.

A new rise of the Latin language is noted in the Renaissance, when it begins to gain a position international language science. Until the 19th century, the most prominent scientists continued to write their scientific works in Latin. All Russian doctors until the 19th century defended their dissertations in Latin. Many scientists and philosophers, such as Newton, Linnaeus, Descartes, Leibniz, wrote their works in Latin. Among the largest Russian scientists who left scientific works in Latin were M.V. Lomonosov and N.I. Pirogov, the famous Russian surgeon who wrote his classic work on topographic anatomy.

Thanks to the Latin language, medical terminology has become international, which greatly facilitates communication between medical scientists around the world. But this is not the only meaning of the Latin language. Today, Greek and Latin continue to be the basis on which scientific terms are built, regardless of the branch of science. Therefore, although the Latin language is called “dead”, in the sense that it is not spoken by any modern people, but for medical workers it is a living language necessary for everyday work. Due to the fact that the names of diseases, their signs, methods of treatment, anatomical, physiological, biological, histological and other medical terms are based on the Latin-Greek basis, and also due to the fact that when compiling a medical history and writing prescriptions, it is widely used Latin, medical education is unthinkable without studying it. No wonder they say: "Invia est in medicina via sine lingua Latina", that is - "The path in medicine is impassable without the Latin language."

PHONETICS

In the fourth edition of the textbook (the third was published in 1994), the vocational and educational and teaching materials necessary for basic terminological training of future pharmacists. To this end, the Latin language is studied in organic connection with theoretical and practical foundations pharmaceutical terminology. For the first time, historical and theoretical information is presented that highlights the program and practice of introducing International Nonproprietary Names of Medicinal Substances into medical and pharmaceutical sciences, legislative documentation, etc. Expanded information about the trade names of drugs. Changes have been made to the structure of the textbook. For the first time in this edition, a list of Latin aphorisms with a Russian translation is given. For students of pharmaceutical universities and faculties.

FROM THE HISTORY OF THE LATIN LANGUAGE.
THE CONTRIBUTION OF LATIN AND ANCIENT GREEK TO THE DEVELOPMENT OF MEDICAL AND PHARMACEUTICAL TERMINOLOGY.
For physicians and pharmacists, ancient Greek and Latin are of particular importance. Why exactly these ancient classical languages ​​continue to this day to play the role of the main source in the formation of new terms? Why is the alphabet, phonetics and grammar of the Latin language used for writing, pronunciation and functioning of modern medical nomenclatures? To answer these questions, you need to read a brief history Latin language.

The Latin language, which belongs to the Italic group of the Indo-European family of languages, is one of the so-called dead languages, like ancient Indian (Sanskrit), ancient Greek, etc. But once it was alive, colloquial. The word "Latin" comes from the name of the Italian tribe - the Latins, who lived in the region of Latium (Lacy), located in the middle part of the Apennine Peninsula, along the lower reaches of the Tiber River. The first community of Latium was the city of Rome, founded according to legend in 754 (753) BC. The language of the inhabitants of Rome was Latin. During the wars of conquest and intensified colonization, other Ladil tribes fell under the rule of Rome, and then all of Italy. Gradually, the Latin language, or the language of the city of Rome, became the means of communication for almost all of united Italy (by the 1st century AD).

Since the era Punic Wars(III-II centuries BC), together with the Roman legions, the Latin language went beyond the borders of Italy. It penetrates into countries with a higher ancient culture(Greece, Carthage, Egypt, Syria, etc.), spread among the uncultured ancient tribes of Europe: Gauls (Celts), Iberians, Dacians, etc. The territories inhabited by these tribes were conquered by the Romans and turned into Roman provinces.

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• Medicinal plants and medicinal plant materials containing vitamins, polysaccharides, fatty oils, Korenskaya I.M., Ivanovskaya N.P., Kolosova O.A., 2008

Year of issue: 2007

Genre: Latin language

Format: DjVu

Quality: Scanned pages

Description: In the context of profound changes and difficulties that are experienced in early XXI in. Russian health care, medical science and higher medical education, we must not allow the decline in the professional and cultural level of new generations of doctors. This textbook is also called upon to play its modest stabilizing role in this sense.
The formation of a professional language is an essential factor in the preparation of a doctor. The foundations of a professional language form systems of terms, or term systems.
The author proceeds from the conviction, supported by several decades of teaching and close contacts with representatives of the fundamental and clinical sciences, that the professionally oriented discipline "Latin and Medical Terminology" is an integral element of the education of any medical specialty. The assimilation of this discipline within the framework of the basic medical education on the 1st year it contributes to the preparation of students of the second and third levels higher education and ultimately the formation of a terminologically competent doctor, his professional language culture.
In the textbook "Latin and the Fundamentals of Medical Terminology", the most complete and consistent expression was found in the scientific and methodological principles that the author has been promoting and introducing into the learning process for many years. These principles have been approved and supported by teachers of the Latin language. medical universities Russian Federation and beyond. The textbook reflects some ideas and scientific generalizations that have arisen in a new theoretical and applied area of ​​modern linguistics - terminology. It develops the theory of formation, functioning and ordering of naturally formed terminologies, the formation of terminological systems. Terminology operates with such concepts as “term”, “definition”, “terminology and nomenclature”, “term formation”, “term system”, “term element”, “terminological dictionary”, “terminological standard”, etc.
This textbook has a clear terminological orientation. The teaching of the elements of Latin grammar is consistently focused on teaching the basics of medical terminology. Students are taught the knowledge-skills that are necessary mainly for the nomination - the designation of special concepts in Latin terms in various disciplines of biomedical and medical nature.
The logical-didactic structure of the textbook is based on the system-terminological principle of teaching. As you know, within the framework of all medical terminology, considered as a "system of systems", the leading subsystems are the following: 1) terminology of morphological disciplines - anatomy and histology; 2) terminology of the complex of pathological anatomy, pathological physiology and clinical disciplines; 3) pharmaceutical terminology with the nomenclature of medicines.
The content of the textbook is divided into three independent sections, each of which is devoted to one terminological system. Since each of these subsystems has characteristics: linguistic-genetic, structural, word-formation, semantic, - the organization of training in separate terminological systems is much more effective than their mixed study. The principle of system-terminological teaching has fully justified itself. It provides a solid motivational base for the educational and cognitive activity of students.
In the practice of teaching, the sequence of sections adopted in the textbook has fully justified itself. Clinical terminology in conceptual and material terms is organically connected with the terminology of morphological disciplines. The third section is largely specific in grammatical, lexical and derivational terms. Therefore, it is completely autonomous and closes the course of teaching.
The structural unit of the textbook is a lesson. It is built according to the same type of scheme and, as a rule, includes the following: the content of the next new topic; task "For independent work» in the classroom in order to determine the initial level of knowledge on the previous topic and its correction; explanation of new grammatical or terminological material; the task “For self-control”, in which, by substituting the missing words, which play a pivotal role in the assimilation of certain concepts, rules, etc., the student not only controls himself, but more actively masters new material; exercises and vocabulary. In the structure of some classes there are test questions to clarify and systematize knowledge-skills.
The most important theoretical provisions are abbreviated as NB! (Nota bene!) - Notice well! (Pay attention!).
The material of the exercises and the lexical minimum, as a rule, are divided into two parts. The first, main one, under index A, includes the most frequent or thematically significant terms and is intended for mandatory study by students of all profiles. The second, under the index B, contains optional material for all profiles. Under index C, material is presented that is of interest primarily and mainly for students of dental faculties. At the discretion of the teacher, some specific elements of the exercises and the lexical minimum can be moved.
In this edition, in order to consolidate the minimum of lexical units and terminological elements, more attention is paid to their repetition in exercises in subsequent lessons.
The lexical minimum, presented in the textbook in the amount of about 900 units (words and term elements), is intended for strong memorization at the level of long-term memory. When selecting it, a number of principles were taken into account, primarily the frequency of use, thematic importance and word-formation valence (participation in the formation of derivative words).
The lexical minimum and, accordingly, the exercises are compiled taking into account those clarifications and changes that were made during last years in the latest editions of the International anatomical and histological terminology, as well as in textbooks on general pathology, pathology, pathophysiology, etc.
For the first time in a textbook of this kind, a practical course is preceded by an introductory lecture that briefly outlines the history of the doctor's professional language and some key concepts of the theory of terminology. Also included for the first time brief information about Greek and principles of Latin transcription of Greek words; Consolidated minimum list of "general bases" for INN and frequency segments with their meaning in the names of medicines; educational conceptual and terminological dictionary; "The Oath of Hippocrates" in Latin and Russian translations with detailed lexical and grammatical explanations; a detailed list of educational questions on the history and theory of medical terminology; samples of practical tasks to prepare for exams. Latin aphorisms, special expressions, proverbs and their translations into Russian are quite widely represented.
The author expresses his heartfelt gratitude to Yu.I. Gorodkova for invaluable assistance in preparing the textbook manuscript for publication.