Virginia Allum: Making animated videos for medical English training In this practical session we will look at the use of cartoon videos to practise medical English scenarios. I'll explain the steps involved and my use of GoAnimate video templates in conjunction with authentic audio where possible. In addition this session will develop a lesson plan around a simple English for Nursing video to show how effective the cartoons can be in developing communication skills.
Monika Betyna & Agnieszka Dudzik: EMP course planning and implementation: a Polish perspective Effective use of English language skills is essential for medical students nowadays. Firstly, they need to understand the wealth of medical information published in English, both during their training and in their future careers. Secondly, they need to be able to communicate in English with patients or other healthcare team members, whose backgrounds are becoming increasingly diverse. However, is it possible for EMP courses delivered as part of university training to respond to all students’ needs? What are some of the difficulties concerning EMP course planning and delivery that teachers and course designers may encounter in the context of tertiary education? Although focused on the Polish context, the presentation will report on some of the challenges that EMP trainers worldwide may encounter while developing and delivering courses at higher education institutions. The presentation will also offer some solutions which help design more effective and relevant EMP training programmes.
Claus Brockmeyer: Bilingual education – a teaching concept in the Bachelor of Science in Nursing program (Poster) In 2009, role profiles were defined for nursing students aiming for a Bachelor degree by the Rector’s Conference of the Swiss Universities of Applied Sciences (KFH). According to these descriptors, nurses not only need to be competent in one of the country’s official languages (e.g., German), but also in English, the latter being implicitly included in the descriptions of competence underlying the role profiles. Since the turn of the century, bilingual education / Content and Language Integrated Learning (CLIL) has been increasingly popular in Europe. In a large study in secondary schools in Germany, bilingual learners demonstrated higher levels of language competence in both German and English, as compared to non-bilingual learners (Klieme, et al., 2008). The poster shows how CLIL has been embedded in the 3rd semester in the Bachelor of Science in Nursing program at the University of Applied Sciences in St. Gallen, with “pain” being the content and English the (target) language.
Kieran Donaghy: How to write English for healthcare and film video activities In this practical session we will look at how teachers can write effective and engaging film and video activities for English for healthcare. We will briefly explain why video and film are becoming increasingly important in language learning. We will then look at examples of best practises in ELT film and video activities, and how these can be applied and adapted to English for healthcare. We will examine methods to help teachers create materials that engage students in active learning. Participants will learn what to look for when they are previewing suitable healthcare related films and videos, watch film clips and videos, and in small groups create their own activities designed around them. Participants will come away from the session with a better understanding of the importance of films and videos in English for healthcare materials, how to preview suitable films and videos, and practical ideas for exploiting them.
Lesley Hay: Assessing listening skills for healthcare: The case of the OET We report on a project to review and update the Listening sub-test of the OET (Occupational English Test), a specific-purposes test of English for healthcare professionals. The current Listening sub-test is valued by candidates and other stakeholders for its authenticity and relevance to the workplace, particularly in terms of professional-patient interaction. However, our impact studies have identified a need for the test to address the specific challenges presented by interaction between health professionals, such as handovers and briefings, both within and between professions. Issues to be considered in this session include: how to cover a range of scenarios and interactions appropriate for all the healthcare professions using OET; how to maximise the range of testing focuses to promote positive learner behaviour; and how to balance authenticity with reliability.
Robert Helán: Facilitating academic writing in postgraduate medical education: Tips for instructors The workshop will offer participants a number of tips for teaching academic writing to postgraduate medical students in the context of English as a foreign language. It will explore a set of pedagogic approaches by invoking the communication model, i.e. the author, the text, and the reader. In the author-oriented approach, specific techniques from the field of creative writing will be suggested for helping students as they move through the stages of the writing process. In the text-oriented approach, the workshop will draw on genre research and corpus linguistics to demonstrate the use of lexico-grammatical and rhetorical features of medicine-specific academic texts and how these features could be practiced with students in academic writing courses. In the reader-oriented approach, the workshop will look at activities developed around the target journals our students wish to publish in and the process of peer-reviewing.
Adrian Judele: IELTS: The exam for international academic and professional mobility IELTS is the English test for international mobility. Find out more about its structure, why it is fun to teach for it and how it addresses the needs of the health specialists who will be working in an English speaking environment.
Sonja Koren: Collocational competence of non-native users of medical English (Poster) In the last two decades there has been a growing awareness of the importance of acquisition of lexical collocations in learning a foreign language. It is not enough to acquire only the meaning of the word but also its collocational span. Native speakers recognize collocations while non-native users must learn them. Collocation is a big problem for non-native users due to the influence of their mother tongue. This research deals with verb collocations in English language of medical profession. The aim is to investigate the level of collocational competence of the fifth and sixth year students of medicine, the most common mistakes in their use, and whether the mistakes appear more frequently at receptive or productive level and perceptions of students about the way they usually acquire collocations. The results should help teachers of medical English in designing an apprpriate syllabus.
Irina Markovina: Teaching medical English for intercultural communication based on psycholinguistic approach The paper deals with the practical application of modern psycholinguistic theories to teaching the English language as a tool for effective intercultural communication. The research shows that both common and professional consciousness of people coming from different ethnic cultures may have the areas of congruence (basis for mutual understanding) and the areas of incongruence (cause of intercultural communication fails). Aiming to develop larger areas of congruence, we launched two Medical English projects. The Master’s Degree Programme in linguistics called Medical English and Intercultural Professional Communication teaches medical doctors to participate in an international cooperation including both joint research and patient treatment. The other project is the clinical web-sessions conducted by the British-Spanish-Russian team whose goal is to teach medical professionals to communicate through involving them into join intercultural activities. The psycholinguistic approach to foreign language teaching and the theory of language consciousness serve the scientific basis for the projects described.
Chris Moore: Classroom and online learning – can the twain ever meet? Many teachers argue that best classroom practice is built around student interaction, collaborative problem solving, scaffolded inputs, learner autonomy, and plenty of learning by doing. This is particularly the case for healthcare and other ESP areas, where using classroom learning at work – often in high stakes conversations – is the focus point for course outcomes. However, it is often difficult for ESP learners to get to a classroom and many turn to online learning, where best practice appears to be characterised by rapid-fire ‘chunked’ activities, instant feedback, and zippy multi-media content. Increasingly, ESP programmes now combine the 2 approaches and tout the joys of blended learning. But can classroom and online approaches complement each other, or is there necessarily a compromise? Can blended learning ever really work? Using Medical English case studies, this talk asks participants to think through the issues, pitfalls, benefits and realities of blended learning course design
Catherine Richards: The devil in the detail: The significance of text type in specialised corpora (Poster) In our quest to better understand the language used by medical professionals, and thanks to the availability of user-friendly corpus software, it has never been more straightforward to build and analyse specialised, small-scale corpora. It is sometimes the case, however, that the text type used in domain-specific corpora is not always the most suitable for the research objective or indeed appropriate for the purposes to which the results of the analyses are then put. When developing language materials for ESP courses it would seem particularly vital to understand the language needs of the students in order to develop a corpus from which useful data - most often lexis - can then be extracted. To further investigate the differences between text types, three specialised corpora of comparable size from the field of radiography were built using patient information, research articles and text books. An analysis and comparison of the corpora was carried out which found some significant differences. These differences suggest that however specialised, the category of 'domain' or 'field' can sometimes be too broad to be useful and consideration must be given to the professional context in which the language will be used.
Catherine Richards: Poster presentations: A valid means of assessment for healthcare & medical English? This session reports on a two-year action research project to develop poster presentations as a valid alternative to the standard testing format used in a healthcare vocational training school in Switzerland. Existing testing had been loosely based on well-known, commercial examinations for general English, with a subject-specifc classroom presentation thrown in for good measure. It is a format common to many schools, though one that usually fails to `...reflect the actual communicative needs of people in ...[their professional] context' (Douglas 2010). The results have been very positive. Data from questionnaires and enthusiastic feedback from students and subject specialists strongly support the idea that poster presentations themselves, and the processes involved in poster development, when carefully managed, can be a highly effective means of improving speaking skills and of assessing both language competency and professional knowledge for healthcare and medical English students.
Francesca Ripamonti: Teaching and learning medical English displaying keywords in context (Poster)
With the predominance of English as the lingua franca of science and medicine, non-native medical students and healthcare practitioners are increasingly faced with the need to have an active command of medical terminology in English: an essential skill for their career. Trying to find a convergence between non Anglophone researchers’ specific language needs and pedagogy, the MedEnCor-Lex (www.medencor.com) has been devised: an online specialized lexical database aiming at learning and teaching the core lexis of medicine appropriately.
Relying on the keywords analysis of a specialized 3 million-words-corpus extensively representative of the main healthcare domains and genres, the MedEnCor-Lex database does not just show the medical terms regularly occurring in mainstream academic and professional writings, but, thanks to its five query-tabs (Concordances, Definitions, Collocations, Phrases and “Your turn”), it also allows users to retrieve accurate information on the keywords’ collocational, phraseological and grammatical patterns with real examples of language use. Thus, helping non-native medical learners write native-like scientific texts in English.
Majda Šavle: The sound of music in the EHC classroom There are many benefits of exploiting music within the context of the English for Healthcare classroom: it can replace textbook texts about different topics or themes; it can be used to introduce, practice or revise activities in all four language skills; it can encourage creativity and use of imagination; it can aid memorisation; it can stimulate discussion of attitudes and feelings; it can offer a lot of cultural input; but most importantly - it can be widely used in healthcare. In this session I would like to present some practical ideas for using music and song in the EHC classroom.
Jody Shimoda: Integrating content and language to enrich learning English language learners (ELL) struggle to achieve success in their field of study if language and academic skills instruction is not targeted toward their discipline. An effective instructional model is needed to address the needs of ELL undertaking healthcare-related higher education programs. A Content and Language Integrated Learning (CLIL) approach, which focuses on comprehending language and content through a shared process integrating dual learning outcomes, provides support. This presentation will chronicle the principal stages in the design and implementation of a modified CLIL framework in a Bachelor of Nursing program at a Canadian university in the Middle East. CLIL instruction was utilized to scaffold student capacity for comprehension, application and synthesis of nursing content to achieve a more fluid learning experience. Participants will gain an awareness of how to use CLIL in their teaching and learning context to facilitate language ability and deepen content knowledge
Sheila Thorn: Practical advice on creating and working with authentic medical English listening materials It is virtually impossible to get permission to record medical interactions between patients and doctors. However, it is relatively easy to record interviews with ordinary people from all walks of life talking about their current or previous health conditions. I shall demonstrate how these authentic recordings can form the basis for both highly motivating Medical English teaching materials and essential authentic listening practice materials.
Sue Wood: The challenges and rewards of using authentic reading texts Finding suitable materials to teach English to healthcare professionals can be a daunting task for anyone without a healthcare background. Then, having found an authentic reading text, we all too often resort to writing some reading comprehension questions. This practical workshop will examine the challenges we as teachers face sourcing authentic texts and then adapting them for use with our students. Using a range of text types, we will develop some ideas for exploiting the texts in a variety of ways and hopefully, we will go away convinced that the rewards of using authentic texts outweigh the challenges.
Ros Wright: Soft skills for medicine and beyond: Breaking bad news Not unlike other fields, what medical professionals really need is to develop soft skills in English, notably when breaking bad news. Bad news refers to anything considered ‘unfavourable medical information’ and as such is always ‘in the eye of the beholder’ (Baile et al, 2000). Clinicians might be required to carry out the complex task of breaking bad news several times a week. Compounding this is the fact that, if delivered poorly, the experience remains with the patient long after the initial shock of the news itself. Compound this further with the need to deliver such information effectively in a language that is not your own. Using examples from a course for future NHS employees, the presenter will demonstrate Baile’s SPIKES model for breaking bad news, adapted for the medical English classroom.
Najma Janjua: Medical English materials based on real-life case studies Previous research shows that authentic, real-life case studies, when used as teaching materials in medical English classes can serve as effective, interesting and motivating tools. However, there is a lack of case study based materials that can actually be employed for teaching English in healthcare disciplines. Although English language textbooks in healthcare specialties often provide examples of authentic medical cases, they are targeted toward the mainstream learners, that is, those who have sufficient English language proficiency to grasp the content. In order to use these case studies for teaching English language learners in healthcare, they need to be selected and adapted according to the needs, level and ability of the target class. This presentation describes examples of use of real-life case studies as medical English teaching materials in medicine, nursing and medical technology settings. The results demonstrate the numerous benefits of using this pedagogical tool for teaching learners in healthcare.