The Creation of This Book

This textbook was created as part of the Interactive OER for Dual Enrollment project, facilitated by LOUIS: The Louisiana Library Network and funded by a $2 million Open Textbooks Pilot Program grant from the Department of Education.

This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond by creating materials that can be adopted for dual enrollment environments. Dual enrollment is the opportunity for a student to be enrolled in high school and college at the same time.

The cohort-developed OER course materials are released under a license that permits their free use, reuse, modification and sharing with others. This includes a corresponding course available in MoodleNet and Canvas Commons that can be imported to other Learning Management System platforms. For access/questions, contact Affordable Learning Louisiana.

If you are adopting this textbook, we would be glad to know of your use via this brief survey.

This textbook offers students the ability to learn basic medical terminology to prepare them for education and a profession in the medical field. This text book has been adapted from the Building a Medical Terminology Foundation OER textbook by Kimberlee Carter and Marie Rutherford, which was adapted from the OpenStax Anatomy and Physiology textbook by Betts et al. Changes were made to the Building a Medical Terminology Foundation textbook to better suit the needs of our specific learners. These changes include the following:

• Some anatomy and physiology content was deemed excessive relative to the goals of a medical terminology textbook and was therefore removed.
• Interactive H5P elements that corresponded to this excessive anatomy and physiology content were also removed accordingly.
• The skeletal and muscular systems are combined into a single chapter.
• Separate chapter sections were created for structural terms and word parts, diseases and disorders, and medical, surgical & viewing terms and abbreviations. The word lists in these sections were also expanded from the original text.
• Individual chapters were divided and modularized on Pressbooks to reduce the need to scroll and to allow students to leave and return to the text as they need without losing their place in the text.
• When possible, images were replaced with images that provided a more diverse representation of people.
• The term “gender” was changed to “sex” (see the University of Texas at Austin Dell Medical School Inclusive Language Guidelines for more details on this decision).
• A short comparison of the male and female pelvic bones was added to inform the learner of the distinction between the two since the male skeleton is often presented as the universal form when it is not.

Despite these changes, we thank the original authors for all of their prestigious work.

Review Statement

This textbook and its accompanying course materials went through two review processes.

Peer reviewers, coordinated by Jared Eusea, River Parish Community College, used an online course development standard rubric for assessing the quality and content of each course to ensure that the courses developed through Interactive OER for Dual Enrollment support online learners in that environment. The evaluation framework reflects a commitment to accessibility and usability for all learners.

Reviewers:

• Constance Chemay
• Iris Henry
• Sarita James

The Institute for the Study of Knowledge Management in Education (ISKME) collaborated with LOUIS to review course materials and ensure their appropriateness for dual enrollment audiences. Review criteria were drawn from factors that apply across dual enrollment courses and subject areas, such as determining appropriate reading levels, assessing the fit of topics and examples for high school DE students; applying high-level principles for quality curriculum design, including designing for accessibility, appropriate student knowledge checks, and effective scaffolding of student tasks and prior knowledge requirements, addressing adaptability and open educational practices, and principles related to inclusion and representational social justice.

Reviewers:

• Adrienne Abel
• Eliska Davis

Book Citations

Betts, J.G., et al. (2013). Anatomy and Physiology. OpenStax. http://cnx.org/content/col11496/latest/

Carter, K., & Rutherford, M. (2020). Building a Medical Terminology Foundation. eCampus Ontario. https://ecampusontario.pressbooks.pub/medicalterminology/