The coronation of the clitoris: formally introducing the corona of the glans clitoris.

The glans clitoris has a corona; however, unlike the corona of the glans penis, the corona of the glans clitoris is practically "nonexistent" as evidenced by the noteworthy absence of its mention and depiction in anatomical and clinical sciences. Accordingly, the corona of the glans clitoris has been neglected in anatomical education and clinical practice. This report details the history regarding the anatomical terminology of the glans and identifies that descriptions of the glans penis, corona of the glans penis, and other penile structures have preceded descriptions of the homologous anatomy of the clitoris by at least a century. Today, recognition of the corona of the glans clitoris, as well as the coronal sulcus and neck of the clitoris should be commonplace. Henceforth, the corona of the glans clitoris and its related anatomy including the sulcus of the glans clitoris and neck of the clitoris should be incorporated into anatomical and clinical language, illustrations, textbooks, education, and practice. Likewise, efforts should be made to propagate knowledge regarding the corona of the glans clitoris, coronal sulcus, and neck of the clitoris to the general public. Giving names to the anatomical structures of the clitoris will undoubtedly increase the awareness of their existence which, in turn, will encourage their clinical assessment and result in decreased morbidity and mortality. Likewise, improved self-awareness of clitoral anatomy will promote self-care which is important in the prevention of disease and the promotion of optimal sexual health.

The use of role-play in the learning of medical terminology for online and face-to-face courses.

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology.NEW & NOTEWORTHY Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats.

Medical eponyms versus acronyms: what medical terminology is most beneficial to learn? A question of goals.

Appropriate use of medical terminology is one of the core conditions for successful communication in monolingual and multilingual healthcare communities. The modern scientific language is based on the descriptive terminology. However, it is often the case that the advantages of descriptive terminology are at odds with the ability to express complex concepts in just a few words. To solve this practicality problem it is customary to coin abbreviations and acronyms preferred to traditional eponyms. Today eponyms are considered ambiguous and non-descriptive, linked to the terminology of the past. The overview of this study demonstrates that the current habit of using acronyms can increase the scientific descriptive capacity compared to eponyms. On the other hand, acronyms remain ambiguous and more ephemeral than eponyms. Furthermore, eponyms are not as descriptive as acronyms, but they still carry important information for a medical student. If you truly believe in the importance of Medical Humanities in the medical curriculum, two aspects cannot be overlooked. First, eponyms bring students closer in an almost subliminal way to the history of medicine and the non-strictly technical-scientific field of medicine. Second, medicine is a complex science applied to humans and must strive to keep the patient at the center of its interests. Patients and their families preferably ask us to use eponyms. Which terminology to choose for medical students? The teachers have the last word.

Hundreds of body parts are named after hair: is anatomical terminology supercilious or simply super silly?

Relatively more-apparent body parts are often used to name relatively less-apparent body parts. To explore this etymological phenomenon, this report assesses anatomical terminology derived from some of the most apparent structures of the human body-hairs. Hair-related anatomical terminology involves varied etymons, roots, and derivatives: calvus "bald," cilia "eyelashes," glaber "hairless," pilus "hair," pubes (historically referring to the developing beard), pudendum "modesty" (referring to hair growth that covers genitalia), tempus "time" (referring to the location where hair commonly grays, thus showing a person's age), and tragus "goat" (referring to the tuft of hair that resembles the beard of a goat). Also including lanugo, vibrissae, hirci, flocculus, and cauda equina, a systematic review of Terminologia Anatomica and Terminologia Neuroanatomica revealed 285 unique non-duplicate hair-related terms. Several anatomical terms allude to particular age groups or sexes, but are used indiscriminately (e.g., tragus alludes to the older male ear, though may describe the fetal female ear). Likewise, human-centric anatomical terminology influences non-human anatomical terminology- a turtle has a "temporal bone" only because some humans develop gray hair on the sides of their heads as they age. Accordingly, etymological recursion is common: The human ear has a tragus, named after the goat, and the goat ear has a tragus, named after the human tragus, that was named after the goat. The use of Latin as the foundation of anatomical and medical terminology may appear seriously supercilious; however, it is often simply super silly. After all, hundreds of body parts are formally named after hair.

International Patient Summary Terminology.

SNOMED CT is a comprehensive medical ontology used in health care sectors across the world covering a wide range of concepts that support diversity at the point of healthcare. However, not all these concepts are needed for every use case; it is better to concentrate on those parts that apply to the particular application while preserving the meaning of relevant concepts. This paper considers the application of a novel subontology extraction method to create a new resource, called the IPS terminology, which functions as a standalone ontology with the same features as SNOMED CT, but is designed for cross-border patient care. The IPS terminology has been released for free use under an open license, with the intention of promoting interoperability of health information worldwide.

Standardized Medical Terminology for Cardiac Computed Tomography 2023 Update: An Expert Consensus Document of the Society of Cardiovascular Computed Tomography (SCCT), American Association of Physicists in Medicine (AAPM), American College of Radiology (ACR), North American Society for Cardiovascular Imaging (NASCI), and Radiological Society of North America (RSNA) with endorsement by the Asian Society of Cardiovascular Imaging (ASCI), the European Association of Cardiovascular Imaging (EACI), and the European Society of Cardiovascular Radiology (ESCR).

Since the emergence of cardiac computed tomography (Cardiac CT) at the turn of the 21st century, there has been an exponential growth in research and clinical development of the technique, with contributions from investigators and clinicians from varied backgrounds: physics and engineering, informatics, cardiology, and radiology. However, terminology for the field is not unified. As a consequence, there are multiple abbreviations for some terms, multiple terms for some concepts, and some concepts that lack clear definitions and/or usage. In an effort to aid the work of all those who seek to contribute to the literature, clinical practice, and investigation of the field, the Society of Cardiovascular Computed Tomography updates a standard set of medical terms commonly used in clinical and research activities related to cardiac CT. Keywords: Cardiac, CT, Medical Terminology Supplemental material is available for this article. This article is published synchronously in Radiology: Cardiothoracic Imaging and Journal of Cardiovascular Computed Tomography. ©2023 Society of Cardiovascular Computed Tomography. Published by RSNA with permission.

Exploring medical terminology inexpediencies: Tripledemic vs. triple epidemic.

Accurate and consistent medical terminology has a fundamental value in medicine. It enables medical students to understand the meaning of each term, medical physicians to communicate with each other, and it also enables science to adopt a logical language of high-level understanding and scientific regularity. Medical terminology inexpediencies caused by the adoption of etymologically illogical or linguistically false terms lead to misunderstanding and confusion among clinicians. The medical terms epidemic and pandemic are as old as Hippocrates and Sophocles, respectively. The present article evaluates the new medical terms tripledemic and triple epidemic, which were introduced during the recent COVID-19 pandemic.

FEATURES OF FORMING SELF-EDUCATIONAL COMPETENCE OF FUTURE DOCTORS.

OBJECTIVE: The aim: To analyse the self-educational competence formation for future doctors in higher education institutions. The process has to be analyzed from the presence of motives regarding the educational activity of the individual to personal need for self-improvement. PATIENTS AND METHODS: Materials and methods: The diagnostic stage, which was conducted in 2020-2021, included 300 sixth-year students from three higher educational institutions: I. Horbachevsky Ternopil National Medical University, Danylo Halytsky Lviv National Medical University, Ivano-Frankivsk National University. RESULTS: Results: Comparative analysis shows that the level of self-educational competence formation for future doctors in higher education institutions depends on the form of educational activityto a large extent. It was established that 196 (65%) future doctors prefer practical training at the patient's bedside, 92 medical students (31%) study in simulation centers, and 12 young people (4%) consider combined classes and generalizing conferences to be important. CONCLUSION: Conclusions: Research and experimental verification of the effectiveness of the self-educational competence formation for future doctors took place during the training of sixth-year students at a higher educational institution. Innovative methods of developing critical thinking, information and interactive tech¬nologies were used.

Termbot: A Chatbot-Based Crossword Game for Gamified Medical Terminology Learning.

Medical terminology can be challenging for healthcare students due to its unfamiliar and lengthy terms. Traditional methods such as flashcards and memorization can be ineffective and require significant effort. To address this, an online chatbot-based learning model called Termbot was designed to provide an engaging and convenient method for enhancing medical terminology learning. Termbot, accessible through the LINE platform, offers crossword puzzles that turn boring medical terms into a fun learning experience. An experimental study was conducted, which showed that students who trained with Termbot made significant progress in learning medical terms, demonstrating the potential of chatbots to improve learning outcomes. Termbot's gamified approach to learning can also be applied to other fields, making it a useful tool for students to learn medical terminology conveniently and enjoyably.

Pediatrics: Naming a Medical Specialty (1721-1880).

The specialty-establishing term pediatrics entered Anglophone medicine via the German and French, and ultimately goes back to neoclassical Latin from Greek roots. The term reflects the largely nineteenth-century bifurcation of the early modern discipline of midwifery, into what came to be called gynecology and pediatrics. Contra previous contributions to etymology, cognates of the term were in some extended use in continental Europe well before they entered Anglophone medical lexica (in 1839) and Anglophone medical literature proper (from circa 1851). William Hughes Willshire (1816-1899) may be recognized as the earliest, and for some time only, prolific user of the English cognate.

Promoting physician-patient language concordance in undergraduate medical education: a peer assisted learning approach.

BACKGROUND: Verbal communication plays an important role in the patient-physician relationship. Research shows that language concordance, when a healthcare professional communicates fluently in the patient's preferred language, contributes to patient satisfaction and improves healthcare outcomes. Yet, many medical schools worldwide, including most institutions in the Arab world, use English as the language of instruction. As a result, students lack confidence and feel unprepared to communicate effectively with the local population. This manuscript describes the development, implementation and early perceptions of an Arabic language program for medical students in the United Arab Emirates. METHODS: In 2020, the learning communities at Khalifa University College of Medicine and Health Sciences launched a pilot program implementing a Peer Assisted Learning (PAL) framework to teach Arabic medical terminology and language to both native and non-native Arabic speaking medical students. A web-based survey was administered to the first two cohorts of students to assess satisfaction with the classes and the program's impact on students' communication skills during clinical encounters. RESULTS: Early perceptions of the program were very positive, with 43/48 students (89.6%) reporting that they used the information during home visits and clinical rotations, and 42 students (87.5%) admitting that the classes made them feel more comfortable in communicating with the Arabic speaking local patient population. CONCLUSION: This paper explores a new educational approach to address the challenge of language barriers in healthcare. A feasible, low cost program using peer assisted learning can improve students' comfort in communicating with patients in the local language.

Medical terminology-based computing system: a lightweight post-processing solution for out-of-vocabulary multi-word terms.

The linguistic rules of medical terminology assist in gaining acquaintance with rare/complex clinical and biomedical terms. The medical language follows a Greek and Latin-inspired nomenclature. This nomenclature aids the stakeholders in simplifying the medical terms and gaining semantic familiarity. However, natural language processing models misrepresent rare and complex biomedical words. In this study, we present MedTCS-a lightweight, post-processing module-to simplify hybridized or compound terms into regular words using medical nomenclature. MedTCS enabled the word-based embedding models to achieve 100% coverage and enabled the BiowordVec model to achieve high correlation scores (0.641 and 0.603 in UMNSRS similarity and relatedness datasets, respectively) that significantly surpass the n-gram and sub-word approaches of FastText and BERT. In the downstream task of named entity recognition (NER), MedTCS enabled the latest clinical embedding model of FastText-OA-All-300d to improve the F1-score from 0.45 to 0.80 on the BC5CDR corpus and from 0.59 to 0.81 on the NCBI-Disease corpus, respectively. Similarly, in the drug indication classification task, our model was able to increase the coverage by 9% and the F1-score by 1%. Our results indicate that incorporating a medical terminology-based module provides distinctive contextual clues to enhance vocabulary as a post-processing step on pre-trained embeddings. We demonstrate that the proposed module enables the word embedding models to generate vectors of out-of-vocabulary words effectively. We expect that our study can be a stepping stone for the use of biomedical knowledge-driven resources in NLP.

Evaluating the Impact of Digital Game on Learning Medical Terminology of Paramedical Students: Protocol for a Randomized Controlled Trial.

This is a study protocol to evaluate the Impact of digital games on learning medical terminology of paramedical students. An unblinded randomized controlled trial (RCT) 2-arm, with 1:1 allocation ratio was randomized by 60 students at the faculty of paramedical science at Mashhad University of Medical Science(MUMS), Iran, who had their medical terminology course at the time of this study, would enter the study. To evaluate the game, Participants in both groups attended typical teaching in traditional instructional activities for two months; however, the intervention group played the smartphone-based digital game during the course. The knowledge level of students in the control and intervention group were measured before and immediately after the intervention using the pre-designed questionnaire. This study was approved by the ethical committee of MUMS (approval number IR.MUMS.REC.1400.336).

EPONYMOUS TERMS IN THE MORPHOLOGY OF ANGIOARCHITECTONICS OF THE HUMAN HEAD.

OBJECTIVE: The aim: The aim of the study is to investigate and describe eponymous terms of angioarchitectonics of the human head and to determine their features and possibilities of their functioning in modern medical terminology. PATIENTS AND METHODS: Materials and methods: The work uses general philosophical and general scientific research methods: dialectical, historical-chronological, bibliographic-descriptive, analytical, etc. This bibliographic analysis is based on published peer-reviewed articles, books, textbooks, monographs. The search period covered the period from 2010 to 2021. CONCLUSION: Conclusions: The study of eponymous terms contributes to the disclosure of the evolution of clinical disciplines, the diagnostic process of thinking, as well as the formation of terminological competence in applicants for higher medical education, their mastery of the language of the specialty.

Ecological Momentary Assessment of Awake Bruxism with a Smartphone Application Requires Prior Patient Instruction for Enhanced Terminology Comprehension: A Multi-Center Study.

The prevalence of awake bruxism (AB) has been reported as being 30%, with sleep bruxism (SB) at 9−15%. Most studies have focused on SB, emphasizing the importance of AB research. For epidemiological evaluations of AB, a smartphone application based on ecological momentary assessment (EMA) was introduced. The aims of this multi-center study were: (1) to investigate how well lay subjects comprehend the AB terminology used in the smartphone application, and (2) to find out whether professional instruction improved their comprehension. The study population consisted of lay subjects from Italy, Portugal, and Finland comprising 307 individuals (156 men, 151 women; 18−86 years). Subjects first completed a five-item questionnaire about the meanings of the five AB terms used in the smartphone application. Each question offered four answer options, with one being correct. Immediately afterwards, the meanings of the terms were instructed. Lastly, the subjects were re-tested with the same questionnaire. In Finland and Italy, the re-tested correct answer scores for the single terms were at 89−97% per term. Improved comprehension was seen across sex, education, and age groups. In the Portuguese data, no improvement was found. Significant differences were found between countries in the improved scores for all terms that were correct following the instruction (Finland, 16.3% to 72.1%; Italy, 32.3% to 83.8%; Portugal, 23.1% to 33.7%) (p < 0.001). In conclusion, standardized instruction on AB terminology prior to EMA is recommended to improve the reliability of collected data.

What is a vulva?

What exactly is a vulva? The question remains unresolved. Some sources consider the clitoris, labia, mons pubis, perineum, or vagina to be components of the vulva, while other sources do not. Indeed, disagreement exists among international anatomical and clinical societies with regard to what precise structures form the human vulva. The obfuscation regarding the anatomy of the vulva and, likewise, inconsistencies in vulva-related anatomical terminology have adversely affected communication, research, and healthcare. Therefore, this review was undertaken to provide a comprehensive and critical analysis regarding the past, present, and potential future of vulvar anatomy and vulva-related anatomical terminology. The review reveals that confusion regarding the specific gross anatomical structures that form the vulva has persisted for thousands of years. The review provides novel information regarding the etymology of vulva, contributes important historical context regarding vulva, and gives details regarding related anatomical terminology including clitoris, hymen, labia majora, labia minora, mons pubis, pudendum, pudendum femininum/muliebre, uterus, vagina, et cetera. The review highlights disagreement regarding what specific structures comprise a vulva, identifies sexual bias in anatomical terminology and among noteworthy anatomical resources, and offers novel perspectives regarding anatomical terminology-especially anatomical terminology that relates to the external genitalia. What specific anatomical structures comprise the vulva? This review provides a comprehensive and critical analysis regarding the past, present, and potential future of vulvar anatomy and vulva-related anatomical terminology.

Accuracy of Cloud-Based Speech Recognition Open Application Programming Interface for Medical Terms of Korean.

BACKGROUND: There are limited data on the accuracy of cloud-based speech recognition (SR) open application programming interfaces (APIs) for medical terminology. This study aimed to evaluate the medical term recognition accuracy of current available cloud-based SR open APIs in Korean. METHODS: We analyzed the SR accuracy of currently available cloud-based SR open APIs using real doctor-patient conversation recordings collected from an outpatient clinic at a large tertiary medical center in Korea. For each original and SR transcription, we analyzed the accuracy rate of each cloud-based SR open API (i.e., the number of medical terms in the SR transcription per number of medical terms in the original transcription). RESULTS: A total of 112 doctor-patient conversation recordings were converted with three cloud-based SR open APIs (Naver Clova SR from Naver Corporation; Google Speech-to-Text from Alphabet Inc.; and Amazon Transcribe from Amazon), and each transcription was compared. Naver Clova SR (75.1%) showed the highest accuracy with the recognition of medical terms compared to the other open APIs (Google Speech-to-Text, 50.9%, P < 0.001; Amazon Transcribe, 57.9%, P < 0.001), and Amazon Transcribe demonstrated higher recognition accuracy compared to Google Speech-to-Text (P < 0.001). In the sub-analysis, Naver Clova SR showed the highest accuracy in all areas according to word classes, but the accuracy of words longer than five characters showed no statistical differences (Naver Clova SR, 52.6%; Google Speech-to-Text, 56.3%; Amazon Transcribe, 36.6%). CONCLUSION: Among three current cloud-based SR open APIs, Naver Clova SR which manufactured by Korean company showed highest accuracy of medical terms in Korean, compared to Google Speech-to-Text and Amazon Transcribe. Although limitations are existing in the recognition of medical terminology, there is a lot of rooms for improvement of this promising technology by combining strengths of each SR engines.

Cultivating Successful Students in a Culturally Diverse Classroom.

In 2018, Gateway Community College reported that of its 5950 students who enrolled that year, 49% had classified themselves as minority. Roughly 28% of those students reported speaking a language other than English in the home setting.1 Developing course material and assignments that assist all students in the first semesters of a healthcare program are difficult. Successfully accomplishing this task with students whose first language is not English adds to that level of difficulty. This study examined the global classroom achievements of first semester respiratory program students when additional vocabulary and purposeful terminology assignments are given, where the concentrated emphasis is on those students who speak English as a second language.

COGNITIVE AND STRUCTURAL CHARACTERISTICS OF LATIN TERMS FOR INFECTIOUS AND INVASIVE DISEASES WITH A ZOOMORPHIC COMPONENT.

OBJECTIVE: The aim was to analyze the morphological, structural and lexico-semantic presentation of the Latin terms denoting the infectious and parasitic diseases, part of which is a zoonymic component. PATIENTS AND METHODS: Materials and methods: The presentation sample was made by the method of continuous sampling based on textbooks, manuals, including the three-volume edition "Infectious and parasitic diseases", and a number of modern dictionaries. Structural, semantic and descriptive methods were used to address the aim of the research. RESULTS: Results: Monolexemic composites with a zoomorphic component are formed in a suffixal way. In multi-word phrases, syntactic constructions of mixed type, are usually used and they are characterized by the combination of words of Greek and Latin origin, but these formations are few. The eponymous and toponymic formations to denote specific nosological forms in helminthology are not typical. The data on the first contribution of a researcher to the description of the disease in the name of the term is not displayed, preference is still given to the name of the pathogen, rather than the name of the researcher. The prefix-suffix-based method of formation of terms denoting infectious and parasitic diseases with a zoonymic component is observed sporadically. CONCLUSION: Conclusions: The comparison of the above-analyzed terms with the corresponding terminological units of the English medical terminology indicates the predominant use of Latin terminological units. In contrast to many clinical terms with a zoomorphic component, where certain associative moments are taken into account.