ABSTRACTS for presentations and posters ( Presenters surnames A-Z )
Allum, Virginia: Online medical terminology training
Specialist Language Courses
The session introduces an online medical terminology course developed for SLC (Specialist Language Courses). The course, which covers internal and external parts of the body and is divided into Whole Body, Top of the Body, Middle of the Body and Lower Body, was developed in response to interest from European universities where medical terminology as well as medical English are taught.
Each page of the course has a theme (part of the body) and starts with common prefixes and suffixes which are used in terms describing diseases and conditions associated with the part of the body of each page, e.g. the eyes. There is extension practice in prefixes and suffixes which form several terms, e.g. ‘dys’ as well as a Word Study section which presents a range of terms associated with a medical symptom, e.g. coughs and sneezes. Some pages of the course also contain a ‘Did You Know?’ section which presents an interesting piece of background information. Extracts from Pubmed texts present the opportunity to develop prediction skills when faced with unfamiliar terms. Medical terms are broken down into their prefixes, word stems and suffixes in order to guess their meaning.
The online course is useful for all healthcare professionals and can be adapted for specific professions, should teachers need to develop bespoke courses. The course is aimed at B2/C1 levels.
Asztalos-Zsembery, Ezter & Stötzer, Andrea: Using a corpora of translation thesis papers in English for Medical Purpose courses
Faculty of Medicine, University of Szeged, Hungary
In our poster presentation we will show how the thesis papers submitted by students at the end of the postgraduate English–Hungarian Medical Translator and Interpreter Training Programme at the Faculty of Medicine, University of Szeged can become useful corpora for teaching English for Medical Purposes.
As an experiment, we integrated translation thesis papers from the past eight years in two memoQ (CAT tool) projects. The files uploaded for alignment were bilingual – English to Hungarian and Hungarian to English. We applied a term filter and checked for frequency of terms and phrases. We looked for contrastive examples for interference, discourse markers and coordinators. Although the results are not final, we can see that these corpora can serve as a basis for pooling lexical and grammatical differences in the special field of Medicine in the English classroom.
We wish to introduce the results in a direct way in the English classroom for concordance searches, or as a supplementary bank of translation memory and a term base that might assist in-class translation assignments. Hopefully, these corpora will also be suitable for showing contrastive results in similar topics in both the source and the target languages, and thus can be instructive for both students and tutors in the language classroom and in the translation courses. As the corpus is continuously growing, these findings can become representative and may become universals with time.
In the future, we are planning to include the transcripts of student-interpreted texts with the source texts as well as in-class translation tasks in both languages that might prove useful in the formal and diagnostic assessment in translator and interpreting training as well. Therefore, our results may also be used in translation and interpreting research.
Banfield, Alecia: Issues in delivering EMI courses in the ESP classroom
Banfield’s Professional Medical English
This presentation reviews outcomes to date of a classroom survey on the subject and language learning issues arising in delivering an EMI Maritime Medical English course. EMI courses, most notably science, technology, engineering and mathematics, are increasing globally driven by 1) the belief that English improves attractiveness of potential candidates to global employers 2) English being largely the language of research and hence an advantage for staying current in one’s field, and 3) government policies and ambitions. The underlying belief is that EMI simultaneously and effectively promotes both knowledge of subject matter and English communication skills, more so than undertaking these two aspects separately. But is this really so?
A survey and a series of interviews were carried out over a 72-hour (18-week) Maritime Medical English course at the Jade Hochschule, Elsfleth, Germany. The sample consisted of 30 students and the Bsc programme’s curriculum developers. The survey featured open-ended and Likert-scale questions, and covered topics including but not limited to:
· The school’s internal belief about the advantages of the format
· Weighted focus on the subject content, language content or both
· Student motivation for enrolling
· Changes in students’ attitude toward EMI at start and end of the course
· Student subjective assessment of improvement in their subject and language skills
· Adjustments in teaching practice to reach learning goals
· Skills needed by the teacher to be effective
· Objective assessment of changes in student language and subject matter knowledge
The results will be used to improve learning materials and teaching methods used in BPME EMI and CLIL courses.
Bellés Calvera, Lucia: Oral communication exchanges in Health Sciences: A study of a CLIL Nursing Practice
Universitat Jaume I, Spain
The growing need to meet the requirements of the European Union in terms of academic training and communication has resulted in bilingual and multilingual programmes being carried out at different educational levels (European Commission, 2017). So far, higher education institutions have struggled to offer high quality educational practices following Content and Language Integrated Learning (CLIL) or English as a Medium of Instruction (EMI) approaches, which have become widely popular in the last decades (Dalton-Puffer, 2008). As for CLIL programmes, where content modules are generally offered in English (Lasagabaster, 2008; Maljers, Marsh & Wolff, 2007), participants’ first language can be used as a tool to negotiate meaning (Mayo & Ibarrola, 2015; Nikula, Dalton-Puffer & García, 2013).
Bearing this in mind, this paper seeks to describe translanguaging instances produced by nursing undergraduate students enrolled in a Women’s care module at a bilingual university in Spain. More specifically, local languages involve Spanish and Valencian, whereas English is the language of instruction. Translanguaging as it is understood here deals with the linguistic behaviour of multilingual speakers in communicative events (García & Wei, 2013; Wei, 2011; Canagarajah, 2011), that is, how different linguistic features are integrated within participants’ discourse for communicative purposes.
To achieve this purpose, a two-hour Nursing seminar, in which students had to do some research related to women’s health in different countries and cultures, was audiotaped. The transcription of the oral communication exchanges that took place in the content classroom was key to identify and determine the frequency of translanguaging instances. Negotiating meaning techniques as well as students’ low command of the target language can explain the presence of these languages. By analysing participants’ multilingual strategies quantitatively and qualitatively, the aim is to describe their concerns and attitudes towards the vehicular language as they may not feel confident in terms of proficiency. The results of this study may be valuable for educators designing CLIL curricula where linguistic and content assessment are two elements that need to be considered.
Begoña Bellés-Fortuño: Educational medical writing: Ethical dilemmas reports
Universitat Jaume I, Spain
This study aims at analysing the written production of medical students in the written academic genre of ethics reports within the field of Medicine. The analysis pays attention to the written production in terms of organisation of ideas and paragraphs, use of specific terminology, lexical density, morphological and syntactical errors, spelling mistakes and punctuation. It has been stated that corrective feedback has proven to be a useful practice for the teaching and learning of academic writing (Hyland 2003, Ferris 2001, 2002, 2012), improving students’ writing skills effectively and fostering improved performances. Other aspects such as language experience and students’ individual perceptions of ethical dilemmas can evidently influence their written production. Medical students should approach ethical dilemmas from an objective, factual point of view. However, other non-linguistics factors such as human and intellectual maturity, cultural aspects or even beliefs may hinder their ability to write about complex concepts such as abortion.
The present study analyses a hundred controversial topics designed by undergraduate medical students enrolled in the English for Health Sciences module. The writings deal with a wide variety of controversial health topics that generally represent ethical dilemmas in the medical practice i.e. euthanasia, abortion, animal testing, Female Genital Mutilation (FGM), vaccination and genetic manipulation, among others. The ethics reports are corrected and corrective feedback is provided to students in order to improve performance. How medical students build argumentation is also observed in order to try to obtain patterns of thinking and see if these may affect the students’ written production.
The study is an example of how educational medical writing practices can be introduced in the university language classroom curriculum to foster future medical practitioners’ writing skills in specific contexts as well as to prepare medical students to face ethical dilemmas and produce unbiased arguments.
Begoña Bellés-Fortuño, Lucía Bellés Calvera, Mª Desamparados Bernat, Mª del Carmen Pastor Verchili, Conrado Martínez: CLIL practices in Health sciences: A Higher Education institutional project
Universitat Jaume I, Spain
Learning any content in a language other than L1 for lesson participants (students and/or lecturers) is certainly challenging. It is about developing knowledge and understanding evidence, facts, processes, structures, etc., as well as interpreting, comparing, contrasting and evaluating sources, and being able to explain the cause and consequence of those facts or processes. All this has to be done through the use of manuals, documents and materials produced in a language that is generally not the participants’ mother tongue. One of the aspects of CLIL programs where controversy has arisen is the evaluation. This is probably one of the least developed areas of CLIL (Massler 2011) when compared to the classroom delivery or the implementation of activities. Likewise, evaluation may not be subject to clear institutional regulations or these may vary from one organization to another.
The current institutional project we present here (CHLIOS) emerges with the aim of creating a multidisciplinary team where English language lecturers work hand-in hand with Health sciences lecturers in the fields of Medicine, Nursing and Psychology with the joint effort of improving CLIL practices in the health sciences curriculum at university. One of the aspects that deserve our attention is CLIL assessment which needs to follow a double focus on language objectives and content learning outcomes. To guarantee an effective and productive CLIL learning practice both the content teacher and the language teacher should work together in team teaching approach (Darn 2006). We describe here the close collaboration and the clear distribution of the roles and tasks to carry out CLIL practices in Medicine, Nursing and Psychology degrees. One of our team’s main objectives is to review the issues related to the controversy generated with assessment in CLIL programs. The project tries to observe, analyse and improve how evaluation is faced in the curricular design of those subjects where English is used as a vehicular language.
Bendazzoli, Claudio & Molino, Alessandra: English medium instruction in medicine: remedial strategies to a top-down approach
University of Turin, Italy
English medium instruction (EMI) has been gaining momentum over the last few years in Italy, with an increasing number of universities offering EMI programs at both undergraduate and graduate levels. The University of Turin (UNITO) is no exception, although in some cases the introduction of EMI was driven by top-down university language policies in response to the pressure of internationalization of higher education. In the current academic year (2018-19) UNITO offers two undergraduate and nine graduate EMI programs. In addition, one long cycle degree in Medicine and Surgery was started two years ago, raising a number of challenges to meet the needs of internationalized classrooms and teaching. Although the lecturers involved in this EMI program could take advantage of a specific training module and ad hoc help by language instructors, our research points to more fine-grained aspects of teaching (and learning) in EMI, not limited to language skills. Based on classroom observation and interviews, the present paper reports on how these challenges have been (and are being) tackled from the lecturers’ perspective.
The main issues that have emerged so far concern language proficiency levels (e.g. pronunciation of keywords, interrogative form), classroom management (pragmatic aspects, e.g. politeness and face saving strategies; intercultural aspects, e.g. in making examples and specific references more explicit), and career prospects in Italy for international students. In examining all these challenges and how they have been faced so far, an attempt is made to provide possible solutions and more effective strategies to take full advantage of EMI even when it comes with a top-down approach.
Boluwaduro, Eniola: When last did you do CD4 count test?’: Task-Based Opening Question Designs in Doctor/Patient Conversations about HIV
Redeemer’s University, Nigeria
This paper examines opening question designs in seventy transcribed audio recordings of doctors’ conversations with HIV-positive patients in Southwestern Nigeria. Data were analyzed using the methodology of conversation analysis (CA). Results show that in the opening phases of the conversations, doctors adopt Wh questions and polar question to initiate interactional tasks. These task-talks, which investigate patients’ adherence to medical recommendations, are further contextualized by medical history-taking sequences and two social actions: reading patients’ medical records and refuting patients’ adherence claims. Consequently, opening question designs set interactional agendas and engender social distance and institutional roles between the doctors and patients.
This paper argues that task-based opening question designs offer a perspective to understanding the problem of compliance in doctor/patient conversations at least, within the specific medical context of chronic-routine HIV patients’ visits in Southwestern Nigeria. Future conversation analysis studies may examine more task-based question designs in other medical contexts. This will contribute to further understanding of the role of question forms in setting consultative agendas and influencing the doctor/patient relationship.
Capper, Simon & Porter, Matthew: Promoting Excellence in Nursing English Education in Japan
Japanese Red Cross Hiroshima College of Nursing
In recent years, Japan has experienced considerable growth in the field of nursing education, and at the tertiary level, almost all nursing colleges and universities now include English in their curriculum. This has given rise to a growing number of teachers who aim to address the needs of nursing English learners, but who often lack experience in teaching nursing English, or have to operate largely in isolation, without professional support, unable to enjoy the benefits of collaboration. To this end, in 2016, The Japan Association for Nursing English Teaching (JANET) was established as a non-fee-based organization that could provide support specifically for teachers of nursing English and promote excellence in nursing English education throughout Japan.
JANET provides a forum for teachers to share their experiences and learn from each other. We publish a monthly newsletter, a bi-annual online journal. We have coordinated three nursing English roundtables at international language teaching conferences, as well as holding two of our own JANET nursing English conferences.
This poster presentation outlines the progress that JANET has made since its inception, highlights some of the difficulties that it has encountered, and introduces some of its plans for future directions. JANET is keen to learn from EALTHY, and invites participants to share their suggestions as to how JANET might continue to grow in the future.
Csongor, Alexandra, Nemeth, Timea & Hild, Gabriella: Involving International Medical Teaching Assistant Students in Role Plays
Medical School, University of Pécs, Hungary
International Medical Teaching Assistant (IMTA) students are commonly involved in training at several medical schools all over the globe. IMTAs are assigned to perform a variety of tasks and roles including tutoring, preparing quiz sections, or giving lectures.
Our aim is to present a special educational method for the teaching of Medical English (ME) involving IMTAs at the Medical School, University of Pécs. The authors teach a variety of ME courses for Hungarian medical students to enable them to communicate with patients and international healthcare staff in English. In order to improve both their communication and intercultural competences, IMTAs, preferably native speakers of English, were asked to participate and act as simulated patients or healthcare staff in role plays during the classes. Role plays are commonly used techniques for teaching communication in medical education; however, role plays with the help of IMTAs have not been widely investigated yet. After the sessions, the students were interviewed and asked for feedback as to the drawbacks and benefits of communicating with IMTAs in class. The data was thematically analysed. The students’ responses were positive, they were more motivated to participate and interact in English during the role plays and authors observed a significant increase in their confidence level and Medical English communication outcome by the end of the semester.
Dávidovics, Anna & Németh, Timea: Intercultural Challenges of Teaching Medical Hungarian in a Multicultural Classroom
Department of Languages for Specific Purposes, Medical School, University of Pécs, Hungary
There are many intercultural challenges teachers have to face nowadays in a culturally diverse classroom, especially while teaching Languages for Medical Purposes (LMP). It is important to note, however, that these challenges tend to differ between the various stages of education. When international students first arrive at the university, they already have some perception about teaching and learning, based on their personal experiences in former education. Learning a foreign language so unlike their own can be quite a task for the students, particularly, when it involves the study of LMP. Finding the best methods that work for everyone can be equally challenging for the teacher.
The aim of the present poster presentation is to demonstrate the initial results of a longitudinal research study, whose goal is to identify and assess these teaching methods and attitudes, as well as to investigate both the scenarios and the limitations of their application in a multicultural classroom setting while teaching Medical Hungarian. The survey is a mixed method research, including both qualitative and quantitative methods, such as interviews and questionnaires. A comparative research study is also a prospect for the future involving international higher education institutions teaching LMP. A poster presentation would well serve the purposes of raising interest in researchers to set up an international project in this field, as in authors’ understanding, multicultural groups can only thrive if the methods and attitudes applied in class are as effective as possible for the majority of the students.
Doykova, Ilina: Medical Terminology and Lexical Equivalence in Specialised Translation
Medical University ‘Prof. D-r Paraskev Stoyanov’, Varna, Bulgaria
English – Bulgarian lexical equivalents are investigated in a bilingual corpus of professional medical texts (surgery issues). A corpus-based approach is used to compare the frequency of Latin-Greek terms in the bilingual corpus of original and translated texts. Doublets, affixation and compound nominal phrases are explored for phrase changes, syntactic shifts, as well as for common prefixes and suffixes in the word formation process in Bulgarian.
The results show a high level of lexical interference of the source text, identical frequencies of Latin and Greek terms in both languages and no reformulation strategies in the translation. The English loan words acquire specialized meaning and become professionally marked, thus adding to the coining of new terms in the Bulgarian language of medicine.
The readability of the translation, the text length and its lexical density are also assessed in view of the target professional audience. The terminological entities with high frequency of occurrence are included in bilingual glossaries for educational purposes.
Garcia Ostbye, Ingrid & Martínez-Sáez, Antonio: A Study of Specialisation Levels of Online Corpora in the Field of Medicine with Pedagogical Purposes
Universitat de València & Universidad Politécnica de Madrid
Based on the theory that there is a continuum and that “discourse, texts, documents, and languages” are specialised “to a greater or lesser extent, in a way or another, depending on some parameters or on others” (Edo-Marzà, 2011: 298-299), this study investigates the level of specialisation of four different online genres in the field of medicine. The corpora included research articles, editorials as well as electronic responses to research articles and electronic responses to editorials (50 texts per genre).This selection was made in an attempt to provide undergraduate students —in an ESP learning environment— with a number of adequate online pedagogical resources.
To this end, the authors measured the text type-token ratio (TTR), their complexity factor, average syllables per word, and sentence length by using the free online text analysis tool Textalyser. The ease with which the final readers would understand these texts was also explored by means of the analysis software Readability. Preliminary findings suggest that there were relevant differences among the above-mentioned genres when analysing the type-token ratio, since electronic responses to editorials revealed the highest levels of lexical variation, whereas research articles showed the lowest score. However, regarding the Gunning-Fog readability index, the data provided by the analysis tools did not suggest such a clear disparity among the different online genres. In conclusion, texts will require to be adapted to be suitable for undergraduate students.
Guest, Mike: Teaching Clinical Case Presentations as Codified Speech Events
University of Miyazaki, Japan
Oral English clinical case presentations (also known as ‘case reports’ or ‘grand rounds’) are a near-universal feature of clinical English discourse. Even in regions where English is not used as a medical lingua franca, clinicians are often required to carry out case presentations in English for the benefit of fellow department members. Truncated versions of clinical case presentations also appear regularly in academic presentations and actual in-service workplace scenarios. As a result, upper-grade medical students are often required to carry out evaluated spoken case presentations in English as a central part of their training. The ability to manage and convey clinical case data in an orderly, accurate, and succinct manner represents one of the most fundamental language skills required of physicians.
In this presentation, I will first identify some of the key codified features of this fundamental speech event, providing a synopsis of the overall structure of clinical case presentations. I will also discuss the crucial roles of presentation data management: prioritization, ellipsis, omission, and the use of negative data. I will then provide examples of alternative approaches, as demanded by differing clinical departments, based upon my observations of over one hundred clinical case presentations as performed in four different locations in Asia. Finally, I will address how the teaching of clinical case presentations can best be applied through the development of teaching materials and carrying out projects in 1st and 2nd year EMP classrooms, based upon successes that I have achieved in my own EMP classroom. Finally, the argument will also be made that the practice and internalization of these clinical case presentation skills in English can have a positive cognitive washback effect upon clinical study and practice in the learner’s native language.
Hadjichrysanthou Monica, Panayiotou, Panos & Karoulla-Vrikki, Dimitra: English for Health Sciences in programs of study at European University Cyprus
European University Cyprus
In Spring 2015 a major change in English language teaching took place at the European University Cyprus when General English courses gave way to English for Health Sciences (EHS) in the curriculum of Greek medium Health Sciences programmes of study. The present paper aims at presenting the reasons, the process and the challenges involved in the implementation of EHS courses. On the one hand, the administration and faculty had to consider the negative attitudes of the students who thought English language classes were unnecessary. On the other hand, following pressures exercised by the Department of Humanities, the university recognised that EHS would constitute a competitive advantage for the programmes. In parallel, it was acknowledged that students needed to consult scientific articles in English and that graduates needed necessary English communication skills for a successful professional career. The transition from General English to English for Health Sciences led to the development of new syllabi and teaching materials, and the selection of EHS textbooks. However, the aim to help students reach B2 level has been restricted by the limited number of teaching periods per week allocated to EHS in each programme. Moreover, the mixed classes composed of students from various health science disciplines (e.g. pharmacy, physiotherapy, speech and language therapy, and occupational therapy) prevents teachers from focusing on English for each specific discipline. The challenge to attract the interest of the students remains and the successful fulfilment of the objectives of EHS classes are still to be seen.
Halasz, Renata & Hambuch, Aniko: Interdisciplinary Approaches in Teaching Language for Specific Purposes: Structural Patterns of History Taking in German Internal Medicine Textbooks and Guidelines
University of Pécs, Medical School, Hungary
In medical education, the interprofessional approach has been increasingy gaining ground. In our experience in higher education, the traditional role of language teachers has also been undergoing change. As the transfer of medical language knowledge is always through the transmission of the content of medical knowledge, language teachers have to face challenges and various questions. That is why it is essential to work closely with professionals. At the Medical School of the University of Pécs, the modernization of Hungarian medical language teaching for foreign medical students has brought about the cooperation in which doctors and instructors jointly develop the teaching of medical Hungarian as a foreign language. The teaching of history taking as a specific text type in medical language teaching occupies a central place. In our previous studies, we have addressed the medical and communicational expectations related to history taking, and in this study we review the German guidelines for the structure of history taking. In the corpus of clinical guides for students and textbooks, we examine the guidelines for the structure of history taking. We organize the description of the content elements of history taking in the various documents and examine the specific features of each element. We examine the results obtained from the analysis of the documents and compare them in terms of differences between the approaches. The obtained results can be utilized directly during Hungarian, German and English medical language teaching.
Hochberg, Amy: Analyzing pragmatic and cultural elements in health information websites
Universitat Pompeu Fabra, Spain
The ideal multilingual health information website is comprehensible to all readers. Natives and immigrants, in each their own language, should have websites that impart the facts and incite a call to action to improve health and ultimately reduce disease in the diverse community. The use of specialized vocabulary and the attitude of the writer, as conveyed through the text, influences the reader’s decision-making process. The purpose of this interdisciplinary PhD research, set for completion in 2020, is to determine, via two pragmatic determinants – technicality of vocabulary and writer-reader role relationship – whether the multilingual health communication websites are appropriately written with regard to health literacy, and whether each cultural population, in terms of language, would receive the health information equally as intended. This study questions whether the two pragmatic determinants in multilingual health communication websites are at an adequate level for the lay reader, and whether the determinants are influenced by cultural values. A comparable corpus of multilingual health information websites is being qualitatively analysed. The methodology of this work in progress is based in part on an adaptation of Clerehan, et al.’s Evaluative Linguistic Framework to assess technicality of vocabulary and writer-reader role relationship. The other part of the methodology features the evaluation of the corpus for the following cultural values: Inglehart’s Survival versus Self-Expression, Hofstede’s Indulgence versus Restraint, Schwartz’s Egalitarianism versus Hierarchy, and Schwartz’s Autonomy versus Embeddedness. The findings will be analysed for any significant differences. The results should be compelling to researchers and professionals in the translation and language sciences as well as the public health field for, respectively, future studies and techniques to improve the composition of multilingual health information text in culturally diverse countries.
Keresztes, Csilla & Demeter, Eva: What makes a medical translation effective?( The role of terminology and genre studies in teaching medical translation)
Faculty of Medicine, University of Szeged
In our poster, we will present how medical translation is taught for our postgraduate students in the 4-semester Medical English Translation and Interpretation Program at the Faculty of Medicine, University of Szeged, Hungary. This program was launched more than 30 years ago and has undergone several changes both in structure and content following the changing needs in the translation business.
In Hungary, medical texts are translated mostly from English (the actual lingua franca of medicine) to Hungarian and vice versa. As Hungarian is an agglutinative language and medicine is a highly specialized field, modern machine translation still leaves space for medical translators to work. In view of the multidisciplinary nature of medical translation, our translation course comprises the teaching of linguistic, textual and cultural knowledge besides skills for interlingual transfer and an effective use of CAT tools. In this poster, we wish to highlight how the teaching of terminology and medical genres (the essential building blocks) can help future translators produce functional translations.
First, an appropriate translation glossary should be collected by selecting the right terms to convey the message of the source language properly in the target language; therefore, terminology plays a decisive role in producing effective translations. Nevertheless, it is not functional without localising and considering the cultural differences in various medical genres. The concept of teaching genres and different text types in medical translation studies implies familiarizing our students with both intertwining and intersecting texts. The analysis of genres and registers in the source and target languages can promote the production of dynamic and feasible translations. We will display the steps leading to effective medical translation in our teaching context.
Koren, Sanja: English loanwords in the Croatian language of Medicine
University of Split, Croatia
The English language, thanks to globalization, has become the lingua franca in the world today. Its impact on medical science is unquestionable and other languages of medicine are under its strong influence. The aim of this paper was to explore the influence of the English language on the Croatian language in the scientific field of biomedicine and health. The rapid development of technology has brought the need for the new terminology for new branches of medicine, diseases, disorders, the latest technology and the pharmaceutical industry. Croatian linguists try to find adequate substitutions for English words and phrases, but the speed of these changes is not easy to follow, and foreign words are often used in their original or morphologically adapted forms.
The study analysed the frequency of using English words, anglicisms and pseudoanglicisms on the lexical level and their morphosyntactic characteristics in 35 scientific and professional articles published in the Croatian scientific journals. The results show that the influence of the English language is most evident in the use of anglicisms.
Kotátková, Adéla: Patients' Voices in Clinical Case Reports on Mental Disorders
University Jaume I, Spain
Healthcare professionals have developed a genre to share their clinical experiences with other members of their practice community, both for didactic and research purposes. It is the clinical case report (CCR), a highly specialized type of text with specific rhetorical features. One of the peculiarities of this genre is that it focuses on the case of one or a few patients: therefore, it is not a quantitative study. The core of the CCR is the presentation of the patients, which becomes a storytelling exercise regarding each patient. Along the narrative structure developed by the healthcare professional —hence becoming narrator— underlies the original story uttered by the patients or by their companions or relatives. This original narrative can be found in several ways in the text eventually published. The patient's original words can be paraphrased of translated from the colloquial language into the technolect specific of the discursive community. But the patient narrative can also be reproduced in different degrees of preciseness, literality and exhaustivity. From the perspective of discourse analysis, the choices taken by the authors can be correlated with their communicative purposes, with the concept of discourse colonization and with the trends of humanization and dehumanization in health care. From this conceptual framework, and using a corpus of CCR belonging to the various disciplines of mental health, we will review the varied strategies used to incorporate the voices of the patients into this genre.
Kuzio, Anna: The role of cultural taboos in shaping the process of interpreting in the healthcare communication field: a case study of the Polish hospitals
University of Zielona Gora, Poland
Interpreting cultural terms seems to be a very difficult task. This is particularly so in medical interpretation as there are often new terminologies that are created when new diseases and drugs are created. Interpretation in different fields needs the interpreter to be familiar with the terminology or technical terms employed. Thus, interpreters play a crucial role in the medical field as they not only take part in interpreting but also, they are active in transferring cultural knowledge. There are options that some patients might not communicate themselves openly in an intimidating setting like a hospital or might feel uncomfortable talking about the type of disease that is affecting them. It shows that some cultural taboos hinder free and honest speech. So far, no empirical study has been conducted to verify cultural taboos as a component of interpretation in the medical field in Polish hospitals. The findings appear to be of great importance as they could make the work of medical practitioners easier especially where culturally-bound words are used. The study employed the Skopos theory to indicate what ought to be done by interpreters in successfully communicating culturally-bound taboo words between medical practitioners and patients. The study used descriptive and correlation survey design. It employed a sample of 50 patients from the four main departments which were visited by the majority of patients. Stratified random sampling was employed to choose the respondents in order to reflect the overall response by the patients from each sampled department. Questionnaires were employed to collect data from the chosen main departments. The results disclosed that the presence of medical interpreters in the medical area has a positive impact and helps patients to understand different culturally-bound taboo words as they are interpreted by either using paraphrasing or euphemisms to circumvent the stigma related to some of the diseases. The outcomes of the study are beneficial in the efforts towards ensuring that there should be trained interpreters in the medical field who will allow patients to better understand what they are being told by doctors.
Lipatova, Ekaterina: Using simulation tools for training communication skills at medical students
North-Western State Medical University, Saint-Petersburg, Russia
Institutes of Medicine now claim that doctors’ communication skills bear as much importance as their clinical skills. At the same time, medical communication skills are viewed as being much wider than just «talking» to the patient. They include expertise in building and maintaining rapport, negotiating suitable treatment options, interpreting and acting upon emotional signs and breaking bad news. The 21st century launched telemedicine as a new and much requested form of medical service delivery which requires refocusing the doctor- patient encounter to new formats.
Medical English Discipline for the 1st cycle at North-Western State Medical University has integrated a communication skills training course targeting basic communication skills for medical interview in Skype regime: initiating the session, gathering information, explanation and planning, closing the session. Each communication skill is developed through a set of scenarios that provide students with language techniques, nonverbal means, active listening strategies, voice management patterns to organize online communication with a patient. Students study these scenarios, practice use of functional language and other means of communication through a set of written and oral assignments and then role play the scenario in Simulation Centre facilities that imitate a telemedicine consultation. Simulation sessions are recorded and then demonstrated to students to assess the appropriateness and correctness of the speech and non-verbal behavior. During the assessment session the students are provided with checklists to evaluate all the components of the conversation in terms of success and failure.
The presentation will outline the mechanism of each communication skill formation and illustrate a range of simulation tools that can be used to imitate a doctor-patient visit, starting from an online simulation course and finishing with the university Simulation Centre.
Martin, Adán: Metaphor and metonymy in the English for Nursing class
Fernando Pessoa Canarias University, Spain
In line with previous studies in cognitive-style language teaching (e.g. Boers 2013) and quantitative analysis in the area of Conceptual Metaphor concerning doctor-patient communication (e.g. Semino et al 2017, 2018), this research inspects the case of Nursing students learning English for Specific Purposes (ESP) in a Spanish university. This presentation is the result of years of teaching in a tacit cognitive-linguistic method which illuminates the cognitive mechanisms that interconnect the concepts in the foreign language material in an attempt to make these conceptual mappings visible to the students who are learning the specific categories and words of medical English.
The objective of this study is to exhibit linguistic material susceptible to be taught in the light of Cognitive Semantics. Our approach does not plan to instruct the students formally on the field of Cognitive Linguistics or Conceptual Metaphor Theory (Lakoff & Johnson 1980). Instead, these frameworks are used subsidiarily in order to reveal the logical semantic projections between concepts, to enhance the learner’s mental lexicon and to string together the vast architecture of medical vocabulary that healthcare professionals typically must acquire.
Some preliminary data recognized so far for further exploration are: (i) anatomy metonymies that operate by conceptual proximity (such as names of fingers in English, e.g. ring finger ‘a finger where we wear a ring’); (ii) metaphors in patient common terms (e.g. roof of the mouth) as opposed to their equivalent medical names (palate); (iii) metaphtonymies arising from body parts idioms (turn a deaf ear); (iv) meaning extensions (e.g. the evolution of chemist to denote a pharmacist); and (iv) metonymic operations interfering with spelling and syntax (e.g. the dichotomy between using go to the doctor or going to the doctor’s). Additionally, this research evaluates the different degrees of creativity and complexity that English and Spanish have with regards to scientific language.
Martínez Hernández, Ana Isabel : Enhancing writing skills in the English for Psychologists classroom
Universitat Jaume I, Spain
The aim of this study is to analyse the writing skills and progress made by first-year undergraduate Psychology students in the English classroom at a Spanish university.
111 subjects enrolled in the English for Psychologists module were expected to write two essays: the first to give information about their background knowledge in writing essays in English, and the second, the result of the application of teacher and peer feedback as well as further guidelines for academic essay writing given in class together with the feedback from Write&Improve. Some previous studies have proven that the use of Open Educational Resources (OERs) in the Health sciences classroom triggers students’ motivation (Bellés-Calvera & Bellés-Fortuño, 2017, 2018) as well as fostering autonomy and creativity (James, 2016, Perez-Paredes, 2018; Weller et al. 2015). Write&Improve is a free online computerised English language writing assessment and feedback pedagogical tool developed by Cambridge English. This online tool allows learners to practice and develop their writing skills in the target language as well as their autonomy in an encouraging and pressure-free environment. Results showed written production differences between the two essays. In the first essay, where only students’ background knowledge was used, final errors were related to the organisation of ideas and paragraphs, followed by spelling, punctuation, adjectives, subject-verb agreement, missing subjects and repeated subjects. However, the second essay – checked with Write&Improve – showed that these mistakes only occurred as slips, and were not a common pattern; especially errors regarding spelling, punctuation, subject-verb agreement and missing subjects. Moreover, students’ screenshots from their Write&Improve screens showed their interest in progress, correction, and reaching a higher level.
McFarland, Jonathan & Markovina, Irina: Why Medical Humanities now? And how can linguists contribute?
Sechenov Medical University, Moscow
“Wherever the art of Medicine is loved, there is also a love of Humanity”
An international, interdisciplinary, and intergenerational dialogue which aims to try to answer the key question of the meeting: Why Medical Humanities now? Why are the Humanities so important for medical professionals? Why are the Humanities important for patients, i.e. all of us? What role can non-medical professionals play, in our case linguists and language teachers, in (re)introducing the humanities into medical education and practice?
Our dialogue is based on the experience gained from our recent international ‘The Doctor as a Humanist’ online course (Dec 2018-June2019, Sechenov University), and our 2nd ‘The Doctor as a Humanist’ symposium (April 2019, Sechenov University, Moscow). We will use this experience to engage and interact with the audience on the topic of Medical Humanities. We will prepare further questions that are difficult to answer but interesting to consider. Participants are invited to come up with their own questions that will add to a better understanding of the problem and help to approach solutions.
Merz, Lukas: HELP2 (Healthcare Language Learning Programme 2)
Faculty of Health Sciences, Palacký University, Czechia
The aim of the presentation is showcase an Erasmus+ project HELP2 (Healthcare Language Learning Programme 2), which builds on the previous success of HELP project, an award-winning educational platform launched in 2017. The outputs of the HELP2 project (still in progress) will include 14 learning modules in English and 10 in German, with every module dedicated to a different area of healthcare specialisations. Interactive, media-supported learning materials focus on professional language, communication skills and intercultural education. They are based on the developing the four core language skills. All the modules will be provided in multiple formats free of charge.
The presentation will describe the rationale behind the project, the methodological background and crucial issues related to the creation the materials – including the challenges the authors are facing in connection ways to overcome differences in healthcare systems across European countries. It also summarizes the existing learner’s experience, highlights the innovative features of the learning platform and points out the improvements from the previous version. The ultimate goal of HELP2 is to be a comprehensive, practical language learning tool designed for diverse educational settings and practice in the European context. The presentation should also engage the audience in piloting and gathering feedback and it is an invitation to use the existing HELP and the upcoming HELP2 platforms.
Mijomanović, Stevan, Aleksić-Hajduković, Irena & Sinadinović, Danka: Case Reports in Dental Medicine: Genre Analysis
Faculty of Medicine, University of Belgrade & Faculty of Dental Medicine, University of Belgrade
Medical case reports are defined as research papers that make an original contribution to medical knowledge as they contain an unexplored phenomenon such as a new disease, newly-discovered side effects, unknown aetiologies, disease mechanisms, new therapies, etc. (Huston & Squires 1996; Vandenbrucke 1999).
Collected data for the present study encompass a corpus of 20 MCRs published between 2017 and 2019. The case reports were collected from two journals – Clinical Case Reports (Wiley) and Case Reports in Dentistry (Hindawi). The main selection criteria were as follows: peer-reviewed medical journals with open-access online publishing; i.e. peer-reviewed online dental case reports that can be freely downloaded from the publishers’ websites.
This study applies structural move analysis (Swales 1990, 2004; Bhatia 1993). Furthermore, it aims to explore the communicative purpose, intentions and textual macro-structure of case reports in dental medicine and their specific linguistic features (e.g. collocations and phrases). The results pinpoint the characteristics and nuances of the case report genre in dental medicine. In addition, pedagogical implications pertaining to the teaching of English for Medical/Dental and Academic Purposes at tertiary level are discussed. At a lexico-grammatical level CRDMs can be used for the identification of specific terminology, collocations, phrases, grammatical structures and ambiguities. For instance, students can benefit from analysing CRDMs by deciphering evaluative expressions and creating wordlists. Furthermore, CRDMs are useful for improving academic writing skills as students learn how to structure a manuscript and how to submit and revise. Such an approach can also help them learn how to provide an overview of relevant literature and offer analytical and rational explanations of the findings. Finally, CRDMs are an effective preparation for oral presentations in terms of deciding on the relevance and sequence of information, linguistic means used, and structuring diagnostic thought.
Moore, Chris and Edwards, Bethan: A practical workshop on using online course materials in the medical English classroom
Specialist Language Courses (SLC)
How do you best incorporate online course materials into your classroom lessons?
In this session, Chris Moore and Bethan Edwards from SLC give a step-by-step workshop on how to best use online course materials in face-to-face classroom lessons. They look at both integrated and flipped classroom approaches. They give step by step examples of how it is best done, with cases from medical schools, nursing colleges and SLC’s own OET preparation courses.
This is a practical ‘can do’ workshop for any English teacher interested in different ways of using the many online Medical English courses on the market. Teachers who attend the workshop will discover new ways of using online materials in different classroom setups, strengthening existing courses, creating new ones, engaging and motivating their students, and getting great results.
Navarro i Ferrando, Ignasi: On the role of metaphor in medical genres: research versus press articles
Universitat Jaume I
The aim of this paper is to disclose linguistic evidence in relation to the use and function of metaphors in medical discourse, and more precisely, in medical research articles and press articles. For that purpose, a corpus of medical research papers and press articles has been analysed. Firstly, types of conceptual metaphor are identified, distinguished and classified, according to the taxonomy proposed by Conceptual Metaphor Theory (CMT) (orientational, imagistic, ontological, and structural metaphors). Subsequently, their relation with cognitive and communicative functions of metaphor is described. The purpose is, on the one hand, to explore the cognitive functions of metaphor – categorization and conceptualization – and the role these functions play in knowledge construction in different genres. On the other hand, pragmatic and communicative aspects of metaphor usage are explored, such as conscious and intentional versus unconscious metaphor usage, as well as the conventional character of metaphorical expressions. The results show a characterization and contrast of medical language between the genres of research paper and press article from the point of view of metaphor use and its significance. Conclusions suggest that the genres analysed show indeed divergent conventions in the use of metaphor and its role in relation to both cognitive and communicative functions.
Nemeth, Timea, Csongor, Alexandra and Hild Gabriella: Gamification in Medical English and Medical Hungarian Classes
Department of Languages for Specific Purposes, Medical School, University of Pécs, Hungary
Gamification refers to the implementation of gaming features into a non-gaming environment with the goal of enhancing motivation and engagement. Gamification techniques have long been applied by the business and marketing world to encourage explicit behaviours and increase customers’ incentive and commitment. However, in the past ten years in education, especially in language teaching and learning the benefits of this technique have also been realized as it provides an alternative to engage and motivate students in the classroom. The motivation and involvement of today’s digital generation can easily be increased by the integration of various digital tools and applications providing further opportunities for students to collaborate and communicate as well as obtain extra scores, which can later be turned into grades or even exams. This assists language teachers in finding the balance between achieving their teaching goals and meeting students’ needs.
The aim of our interactive poster presentation is to highlight some of the gaming elements authors regularly integrate into their Medical English and Medical Hungarian classes, including Quizlet, Kahoot, LearningApps and interactive videos. Based on their empirical research and student feedback, these features enhance students’ engagement, contribute to a higher level of motivation, a genuine sense of achievement and increase in their medical language output.
Olkhovik, Nataliya: Flipped Classroom and scenario-based learning for the integration of Russian medical researchers into the global scientific and academic community
North-Western State Medical University, Saint-Petersburg, Russia
In 2016, North-Western State Medical University (Nw SMU) established the aim of facilitating the integration of Russian medical researchers and academics into the global scientific community. As a result, communication courses for future academics and researchers in medicine aim to (i) raise the expertise in English of future PhD candidates and (ii) to equip them with concrete skills for communicating and disseminating their research outcomes to the global scientific and academic community. The working language of the course is English since it is the language of the international scientific community.
Two pedagogical approaches are integrated into the course: Flipped Classroom and Scenario-Based learning. Flipped Classroom activities switch the traditional lectures to an integrated medium that simultaneously stimulates critical thinking, clinical reasoning and develops writing and speaking skills in English. To prepare for the Flipped Classrooms, postgraduates watch 10-minute online lectures and a undertake a set of assignments. Then, overseen by the teacher they discuss theoretical issues and find solutions to the problems outlined. The Flipped Classroom approach to lectures activates self-directed learning and the verbal activity of postgraduates in English.
Scenario-based seminars also contribute to the creation of the course-integrated medium. Scenarios represent videos of faulty communication in multicultural research and academic spheres. Postgraduates identify the communication pitfalls, then, present and analyze them with a list of suggested key words and functional phrase and then roleplay a communication situation designed on their own. Thus the course introduces the integrated educational medium that stimulates the development of medical researchers’ communication skills in English through the simulation of real communication situations in the classrooms. The presentation will outline the structure, content, teaching and learning methods and outcomes of the course.
Pop, Anisoara: Doctor-Patient Communication: The Case of Giving Bad News in ME
University of Medicine, Pharmacy, Sciences and Technology of Târgu Mureș, Romania
Communicating with patients is a challenging experience as it is fraught with suffering and illness which most often trigger display of emotions, fear in the case of children, sadness, even anger and violence in the case of patients’ relatives. A particular situation of communication that may display such strong reactions is that of giving bad news. What does communicating bad news to patients involve from the linguistic and pragmatic point of view and how can this be transformed into a meaningful integrated activity in Medical English without actually teaching content – are two questions that will be addressed in this presentation. I will start by differentiating between general communication skills (verbal versus nonverbal), medically-specific (doc-speak, empathy) and culturally-bound (eye contact, open stance) communication skills, and then I will present the methods I employed for teaching these skills in ME. As bottom line, participants will leave with a motivating communicative activity featuring video resources and exploitation of macro (listening reading, speaking) and micro skills (content creation and reflection).
Ruiz-Garrido, Miguel & Moles-Julio, M & Esteve-Clavero, A: Nurses presenting in English: Needs and Requirements in the Spanish University
Universitat Jaume I
Research on nursing is acquiring a status of its own, different from other related fields, and as a result demands its own place within the field of Health Sciences. This research, like any other, needs to be disseminated, but doing so in English is always a difficult task for researchers for whom it is not a first language. As an emerging field in Spain, it seems that Spanish nurses are starting to get used to the idea. However, they find it easier to publish in English than to deliver presentations in English.
As English and nursing lecturers involved in the bachelor’s and master’s degrees in nursing at Universitat Jaume I (Castelló, Spain), our main concern is to know how to help to prepare better nursing researchers. For this reason, we need to learn how experienced nurses prefer to present in English and how they like presentations to be delivered when they attend conferences. The current work is part of an ongoing research project, which will be conducted through a micro-ethnographic study based on a questionnaire (previously validated) and some selected follow-up interviews. To achieve this, we will contact over 50 nurses, all of whom are members of the university teaching staff in different Spanish universities. They have all participated in international academic conferences as speakers and/or attendees. Additionally, we will also contact 20 nurses, whose main job is not teaching but who have experience in attending and/or delivering presentations in English in international academic conferences. Our aim is to know how nurses view presenting in English from both perspectives, as presenters and listeners, but also how they face the task of giving presentations in English and what they need to assist them with those presentations (in the preparation and performance stages). Results are expected to help us to prepare our undergraduate and graduate students better by enabling us to improve the teaching material and contents. Additionally, we assume the results will allow us to give academic and professional researchers some recommendations, while also helping in the preparation of tailor-made courses for nurses.
Seguis Brigita & Saville, William: Assessing health professionals: measuring language ability and clinical communication on the OET
Cambridge Assessment English
One of the occupational domains that has been experiencing a steady growth in the number of applicants is that of healthcare, where various measures have been in place to evaluate an individual’s ability to practice safely in a healthcare environment. One of these measures are tasks aimed at simulating real-world, authentic scenarios, specifically aimed at assessing candidates’ linguistic ability. As LSP research suggests, assessment of this ability is facilitated when there is close correspondence between the assessment task, the tasks health professionals perform on a daily basis and the assessment criteria that reflect communication practices valued in the healthcare sector. Given that the original OET speaking assessment scale was developed by applied linguists without input from the health professionals, the question that arises is to what extent linguistic and professional perspectives are incommensurate?
In this paper, we report on the expansion of the speaking construct of the Occupational English Test (OET), a specific-purpose English language test for the healthcare context. Following stakeholder concerns that the speaking component of the test was not capturing important aspects of health professional-patient interaction, clinical communication was incorporated into the OET speaking component to be assessed alongside candidates’ language ability. We will start the discussion with an overview of research that underpinned the introduction of clinical communication criteria, including feedback from the healthcare sector. We will then present findings of the discourse analysis study of the candidates’ speaking performances to support the validity of OET for eliciting and assessing communication skills valued by health professionals.
Silvestre-López, Antonio-José & Girón-García, Carolina: English for psychology students and their perception about online resources integrated into a WebQuest-based learning activity.
Universitat Jaume I, Spain
Technology stays ahead of all levels of education and therefore universities still need to perform further modifications in their curricula, materials and resources in order to adapt to the new ‘e-generation’. The case of higher education specialised language teaching and learning is no exception, where some of these modifications involve changes in the types of resources (e.g. text, audio, visual, audio-visual) used in the specialised language classroom. Accordingly, their optimal use in class might prove an asset in engaging students in their own learning process.
The study focuses on an English for Specific Purposes (ESP) subject for first-year undergraduates of the Bachelor’s Degree of Psychology at a Spanish university, and describes their perceptions about the usefulness, aptness, and motivation of different types of resources provided to them as integrated into a WebQuest-based learning activity known as ‘Cybertask’. The Cybertask was designed to introduce students to three types of psychotherapy, each of which was presented in a different question the students had to answer by using links to online resources that were exclusively video (Cognitive-Behavioural Therapy, Mindfulness-Based Cognitive Therapy, and Acceptance and Commitment Therapy).
Participants were asked to fill out a questionnaire rating their own perceived degree of usefulness connected to the use of a particular kind of resource to complete each Cybertask question. The paper reports on students' answers, reflects on the students’ impressions, and discusses how these may help reformulate the materials used to enhance their learning process in the ESP classroom. The study highlights the need to measure whether these resources allow for improving opportunities for teachers and students in the higher education ESP field.
Torubarova Irina, Stebletsova, Anna O. & Riaskin, Kirill A.: Communicative tolerance as a modifiable attitude in medical students
Voronezh N.N. Burdenko State Medical University, Voronezh, Russia
Professional communicative tolerance is one of the most important personal-professional attitudes of healthcare workers. Some researchers argue that it can be modified during the educational process. The authors suggest that foreign language learning may encourage the development of communicative tolerance in medical students.
To reveal the level of communicative tolerance in medical students, the authors applied Victor V. Boiko diagnostic test. It consisted of 45 statements categorized in 9 scales: non-acceptance or misunderstanding of a person, being categorical or conservative evaluating people, having tendency to change a partner in communication etc. Higher scores indicated lower levels of participants’ communicative tolerance. The study involved 64 first-year students of Dentistry: 35 students made up the experimental group while the control group was composed of 29 students.
During the study the students demonstrated low and moderate levels of communicative tolerance. The authors designed a programme including the system of tailor-made curricular and extracurricular activities to develop communicative tolerance in students. Then the students’ communicative skills were re-assessed, and results were compared with the previous series and with the control group: overall level of communicative tolerance in the students of the experimental group increased; the results in the control group were similar to those in the experimental group before the experiment. The results of the study proved a hypothesis that communicative tolerance appears to be a modifiable personal and professional attitude. Communicative tolerance is a necessity for effective interpersonal communication and for professional socialization of future medical workers. Lack of communicative tolerance or its low level is a negative personal characteristics preventing successful communication in social, professional or everyday sphere.
Foreign language teaching as a mandatory discipline in medical universities may contribute to the development of communicative tolerance, thus providing essential professional values of future healthcare professionals.
Tseligka, Dora: The use of Infographics to advance multimodal and visual literacy skills in teaching English for Medical Purposes
Faculty of Medicine, University of Ioannina, Greece
The advent of advanced Information and Communication Technology tools in Higher Education has arguably revolutionized both teaching methodologies and learning practices. Tailored to the 21st century demands for increased digital skills, many Language for Specific Purposes (LSP) professionals have incorporated a variety of new technologies from the Web 2.0 environment fostering the development of all types of language skills.
This paper delineates the use of Infographics as a means of promoting multimodal and visual literacy skills in teaching English for Medical Purposes (EMP) to undergraduate students. Data and insights are drawn from an EMP course taught at the Faculty of Medicine, University of Ioannina, Greece. As part of the specific course, students were asked to present a medical specialty of their own choice using Infographics that were posted on an online bulletin board (Padlet), accompanied by peer critique and a short essay. The results suggest that Infographics constitute a useful tool that could allow for learners’ increased motivation and active involvement in the process of specialized discourse studying, creative thinking and knowledge construction. The author’s classroom experiences along with student feedback demonstrate that such visual design tools aid medical students comprehend EMP topics from multiple perspectives and develop their digital multimodal competencies and critical analysis of online content, while at the same time, depicting and challenging preconceived and culturally-embedded ideas about visual culture in the healthcare setting.
Vozdvizhenskaya, Anna & Mushenko, Ekaterina: Assessment of self-directed training in the course of communication skills development at future medical researchers
North-Western State Medical University, Saint-Petersburg, Russia
The postgraduate study programme at North-Western State Medical University (Nw SMU) aims to prepare future PhD holders for integration into the global scientific and academic community. The communication course for future academics and researchers in medicine develops three communication skills in English that are fundamental for a future researcher in Medicine: oral presentation skills (giving conference presentations, having a job interview, giving a public talk), written presentation skills (writing journal articles, compiling a grant proposal, creating a thesis) and classroom training (designing a lesson, tailoring speech for the audience, simulating classroom activities). One of the objectives of the course is to bring postgraduates to life-long learning in the fields of English for medical and academic purposes. In this connection, the course has to provide future researchers and academics with the mechanism of self-assessment that will identify the key aspects for further self-development. The course is implemented with flipped classrooms and scenario-based sessions for contact hours. Self-directed study of the course is integrated into the Nw SMU Moodle platform as a set of virtual scenarios with checklists to assess progress in communication skills. Each virtual scenario corresponds to the communication situation that is dealt with during contact hours. The virtual scenario consists of a written sample with mistakes in language constructions, lexis, stylistics, speech techniques, composition, misleading structures etc. The checklists provided to each scenario drive postgraduates to identify a pitfall. In order to find a mistake, the checklist opens a link with information that should be studied to come up with a correct solution. In this way, assessment checklists of the virtual scenarios structure, control and monitor self-directed training, developing the habit of lifelong learning.
Willcock, Veronica & Duman, Serdar & Bowarshi, Motassem & Aktekin, Nafiye: Medical English Curriculum Endeavour
Foreign Languages Department, Acıbadem Mehmet Ali Aydınlar University, Turkey
Over the last few years, teaching English for Medical Purposes has gained significant importance worldwide. English is today's lingua franca of international medical communication; therefore, it is an essential prerequisite for a medical career. Studying abroad, being a part of international research projects or emigrating to an English-speaking country to work as health professionals are some of the reasons people want to improve their English.
At Acıbadem University, The School of Medicine uses EMI (English Medium Instruction) for all courses and students take Medical English courses for three years in their Phase I education, namely Basic and Clinical Sciences. The School aims to train physicians who strive for great achievements in all fields of medicine on a national and international scale. Students are motivated to learn, acquire and use language when the entire context of the learning is within the field of their interest. Their needs and demands vary. They want to communicate in English fluently about fairly specific topics. They have a desire to publish medical articles in respected journals; they want to participate in international conferences. Some graduates are planning to apply to USMLE. Almost all graduates plan to take the Test for specialty in medicine (TUS) in Turkish. Therefore, it is challenging to motivate and meet the expectations of all students. We try to teach Medical English from the perspective of medicine and health care first and foremost while reinforcing academic English. So far, the program has been run in success with dedicated lecturers who design and improve the syllabus aligned with the Medical School curriculum. They are preparing, updating, re-forming the course materials.
This poster will reflect the curriculum studies Acıbadem Medical English team has been conducting, based on insights into students' actual language learning needs, and aiming at forming a sustainable, authentic and productive curriculum.
Zoumas, Larry: elearning made simple with eLearning made simple with MedicalEnglish.com
An EALTHY membership currently includes a free Teacher Account from MedicalEnglish.com eLearning website worth 158 euros. The purpose of this practice-oriented presentation is to fully explain how to claim your free account, create virtual classrooms, assign your students various activities, and track their progress
Our "online textbook" courseware includes a wide range of activities including: multiple choice, gap fill, listening, writing, and speaking. Students can be graded interactively or automatically by the computer, so teachers can use precious class time for lectures and group discussions. Students who complete 15 units will earn a digital printable certificate. Our course material is rated at levels B2, C1, and C2 on the CEFR scale and suitable for intermediate to advanced students. You can even create your own units and share them with our community of 100,000 ESP students and teachers.
After this presentation we will be handing out more free vouchers so you can share the program with your colleagues back home.
Zrnikova, Petra: Using eye tracking to measure reading comprehension in EFL learners of Medical English.
The poster presents a pilot research on measuring reading comprehension skills of doctors by eye tracking technology. The goal is to find out how much time the long and unknown words require to be processed. Although it seems to be obvious, there is a lack of research on this issue. The measurements will be supported by offline research methods, in particular a questionnaire about language learning, reading strategies, placement test at B2 level, and pre-test and post-test checking familiarity with target words selected from the text used in eye tracking measurements. All texts and tasks have been taken from the standardized certificate sample materials for FCE and OET. Research can help in teaching vocabulary and developing reading strategies of ESL/EFL learners.