ENGLISH FOR MEDICAL DOCTOR SYLLABUS

ENGLISH FOR MEDICAL DOCTOR

SYLLABUS

                        Course                         : English for Medical Doctor

                        Semester                     : 5^th

                        Lectures profiles        : 1. Weni Oktia Putri

                          2. Desi 

                          3. Lilik Indrayani

                                                              4. Inggit Gita Handayani

A.      Course description

This course discusses the current practice of teaching English for specific purposes in the medical field. The topics cover activities and skills related to medical science that will be appropriate to support students’ preparation in comprehending the medical literatures in the future and to support students that want to be able communicate easily in their medical field. This course can be used as part of an introduction or it can be used to develop professional practice for Non-native English in medical environment.

B.      Time allocation

       12 meeting x 90 minutes; 2 meetings per week.

C.      Course objective

At the end of the course students are expected to be able to:

         1. To comprehend Medical Terms in English  such as identifying the medical vocabulary in  reading text, and comprehending the content of the medical journal.

         2. To communicate with others using English in medical environment, such as how to               communicating and dealing with patient.

         3. To comprehend Medical Instructions in English, such as practicing  a basic utterance of        medical instruction to English-speaking patients, and following a written medical instruction.

                D. Teaching Methods

1)     Individual task: Reading and comprehending the course materials

2)     Class and group discussion

3)     Role playing: praciting an oral performance of giving instruction and how to dealing with patient.

E. Media/Sources

     - E-book

- Related instructional picture 

- Speaker/ tape

F. Evaluation & Grading 

No	Aspect	%
1	Class Participation	10%
2	Individual Tasks	20%
3	Group Assignments	20%
4	Mid Tests	20%
5	Final Tests	30%

G. References

1. S, Thomas. (2009). The Respiratory system. Retrived from  http://www.english-lss.com/English%20for%20Medical%20Students/Introduction.htm

2. Talbot, D. (2006). What`s up, Doc? A Medical English course for medical

students in clinical semesters. Munster University.

3.http://www.englishlss.com/English%20for%20Medical%20Students/Introduction.ht  m

4. http://englishtips4u.com/2011/09/26/engclass-imperative-sentences/

5. http://www.wordsmile.com/pengertian-dan-contoh-kalimat-imperative

            Video:

1.     http://youtube.com/watch?v=MN8Xb59Q5vw

            Pictures: 

 1.   https://upload.wikimedia.org/wikipedia/commons/5/5e/Respiratory_system_complete_en.svg

     2.   http://www.clivir.com/pictures/asthma/asthma_attack.gif

English Course Materials for Medical Doctor 

Meeting	Topics/Subtopics	Indicators	Activities	Skill	References
1	Introduction to the course outline	·       Knowing the materials that will be learn during 12 meeting (brainstorming about the content in the course)	·       Reviewing the course outline clearly ·       Question and answer section of the course	Reading Speaking	Course syllabus
2	Human’s organ (anatomy)	·       Recognizing the vocabularies of human’s organ. ·       Describing the vocabulary related with the human’s organ.	Class discussion and Individual presentation.	Reading Speaking	Talbot, D. (2006.) What’s up Doc? 4 -7
3	Medical environment	·       Recognizing some vocabularies of devices of medical environment ·       Describing the vocabulary related with the devices of medical environment	Class discussion, Individual presentation	Reading  Speaking	Talbot, D. (2006.) What’s up Doc? 20-22
4	Common Illnes	·       Identifying condition formsymptom ·       Identifying the common illness ·       Writing symptom reports	Reading report,Class Discussion	Reading Writing	Kimathi, N.A. , Micheni J.N. , Muriithi A. (2002) Clinical Guidelines for Diagnosis and Treatment of Common Conditions 279-287
5	Respiratory System	·       Identifying unfamiliar vocabulary related with respiratory system disease (Asthma) ·       Understanding the written insruction of giving first aid for asthma patient. ·       Demonstrating the instruction of giving fisrt aid for asthma patient.	Group discussion, matching the picture, and, role playing.	Reading Speaking	-Thomas Secrest Page2-3 -National Asthma Council Australia
6.	Mid Test	·       Identifying the main idea of the passage about previous materials (human organ, medical environment, respiratory system ·       Determining the vocabularies with the correct contextual meaning in previous materials (human organ, medical environment, respiratory system	Individual essay test	Reading  Writing	All sources
7	Taking Medical History	·       Introducing oneself by using a specific greeting  with patients. ·       Gathering patient information ·       Describing pain and symptoms	Class discussion, Role Playing	Speaking	Talbot, D. (2006.) What’s up Doc? Page 8-11
8.	Complete Physical Examination	·       Giving instruction to do physical examination towards the patient	Watching video, Group discussion, role playing.	Listening  Speaking	Talbot, D. (2006.) What’s up Doc? 12-15
9	Letter of referral	·       Writing later of referral	Individual essay test	Writing	Talbot, D. (2006.) What’s up Doc? 17-30
10	Hygine	·       Interpreting  instructions of sterilization procedures ·       Writing a hygiene laboratory notice	Listening to audio, Individual task	Listening Writing	Integra Limit Uncertainty Page  1
11	Medication and treatment	·       Prescribing medication to patient ·       Expressing side effects and relevant discomfort to patient	Individual task, class discussion	Speaking Writing	Gastrointestinal System 59-77
12	Final Test	·       Identifying the main idea of the passage. ·       Showing comprehension of the reading by answering the question. ·       Practicing the dialogue of dealing with patients and complete physical examination	Individual essay test and oral test	Writing speaking.	All Sources

                                   

English Specific Purpose for Medical Doctor Study

Meet                : 5^th meeting

Time               : 90 minutes

Teacher           : Desi

Activities        :  a. Reading and understanding some vocabularies of respiratory system                                                     disease by finding definitions from structural clues, determining the                                  meanings of difficult words from word parts and by using context.

                           b. Understanding the written instruction of giving first aid for asthma patient.

                               By matching the picture to the correct instruction  related to how to give  a first                                    aid for asthma attack.

 c. Demonstrating the instruction of giving first aid for asthma patient.

Objectives       :  a. Students are able to understand the contextual meaning of vocabulary                                                    related to respiratory system disease (Asthma attack) and the written                                                      instruction.

               b. Students are able to show the understanding of written instruction in giving a first aid of asthma attack by demonstrating it with partner.

                         

                         

Reading Passage 

Respiratory System Disease

In respiratory system, there are many kinds of disease. One of them is asthma. As we know, asthma is a chronic condition that may cause uncomfortable respiratory symptoms such a wheezing, shortness of breath, coughing or a ‘tight’ chest on a daily basis. During exacerbations of the illness, increasingly severe symptoms can develop, requiring more intensive therapy. In a proportion of such cases, hospital admission is required and in some a fatal outcome occurs despite best treatment. 

Asthma may occur in response to any of a number of triggers, such as allergens, infection, exercise and other non-specific irritants. Also, an asthma attack can be triggered by exposure to an allergen, such as tree, grass or weed pollen, dust mites, cockroaches or animal dander. Other common triggers are irritants in the air, such as smoke or chemical fumes, and strong odors, such as perfume. Certain illnesses — particularly the flu, sinusitis or an upper respiratory infection — may also trigger an asthma attack, as can strenuous exercise, extreme weather conditions and strong emotions that change normal breathing patterns. Warning signs of a potential asthma attack can include an increase in your need for rescue medication (especially albuterol), a worsening cough, shortness of breath (particularly if it wakes you up at night) and diminished tolerance for exercise.

An asthma attack is a sudden worsening of asthma symptoms caused by the tightening of muscles around your airways (bronchospasm). During the asthma attack, the lining of the airways also becomes swollen or inflamed and thicker mucus -- more than normal -- is produced. All of these factors -- bronchospasm, inflammation, and mucus production -- cause symptoms of an asthma attack such as difficulty breathing, wheezing, coughing, shortness of breath, and difficulty performing normal daily activities. Other symptoms of an asthma attack may include:

1.     Severe wheezing when breathing both in and out

2.     Coughing that won't stop

3.     Very rapid breathing

4.     Chest tightness or pressure

5.     Tightened neck and chest muscles, called retractions

6.     Difficulty talking

7.     Feelings of anxiety or panic

8.     Pale, sweaty face

9.     Blue lips or fingernails

10.  Or worsening symptoms despite use of your medications

You're having an asthma attack if any of the following happens:

·       Your reliever isn't helping or lasting over four hours

·       Your symptoms are getting worse (cough, breathlessness, wheeze or tight chest)

·       You're too breathless or it's difficult to speak, eat or sleep

·       Your breathing is getting faster and it feels like you can't get your breath in properly

·       Don't be afraid of causing a fuss, even at night.

            Mild asthma attacks are generally more common. Usually, the airways open up within a few minutes to a few hours after treatment. Severe asthma attacks are less common but last longer and require immediate medical help. It is important to recognize and treat even mild symptoms of an asthma attack to help you prevent severe episodes and keep asthma under control. You may follow the steps below:

Materials for Identifying Vocabulary in Reading Text

Objective of the study: 

Students are able to identify and solve unfamiliar vocabulary related respiratory system disease in reading text by finding its definitions from structural clues, determining meanings from word parts, and using context to determine meanings of difficult words.

Vocabulary knowledge is the heart of comprehension and academic achievement, and it means way more than just learning words. Learning a lot of words is very important. In reading text, you possibly often find some words you never find before, words that seems unfamiliar and and even words you often hear but you do not really know the meanings. In identifying and catch the meaning of those words and terms, there are several strategies. 

1.     Finding definitions from structural clues

Definitions of words you do not know or are not sure about the meaning can be found from structural clues. Reading text or passage may provide information about the meaning of the words or there are structural clues to tell you that the definition of a word is included in the passage.

Types of clues	Punctuation	comma, parentheses, dashes, quotation marks.
	Restatement	or, that is, in other words, i.e.
	Examples	such as, for example, e.g.
Where to find the word	Information to help you determine what something means will generally be found after the punctuation clue, the restatement clue, or the example clue.
How to find the word through structural clues	1.       Find the word in the passage 2.       Locate any structural clues 3.       Read the part of the passage after the structural clue carefully.

Example:

	An asthma attack is a sudden worsening of asthma symptoms caused by the tightening of muscles around your airways (bronchospasm).

            

2.   Determining meanings from word parts

      Vocabulary can also be developed through instruction about prefixes and suffixes that carry meaning in English. These include:

a) prefixes which convey negative meaning, such as un-; in-; non-; a-; dis-; anti-; de-; counter-; contra-; mls-; mal-; under-; over-;. Examples: like/dislike; understand/misunderstand.

b) Noun-agent suffixes such as -er; -or; -ent; -ant; mist; -ian. Examples: teach/teacher; science/scientist.

c) Verb-forming suffixes such as -ize; -ify; -ate. Examples: organize; specify.

d) Noun-forming suffixes such as ration; -cation; -tion. Examples: organization, specification.

3. Using contexts clues to determine meanings.

      In identifying vocabulary in a reading text, you may possibly find words with unknown meaning but you must determine the meanings, or the words that you are not expected to know. In this case, the reading text will probably give you a clear indication of what the word means by showing through the context existing in the reading text. Context clues can be used to identify any word from any part of speech.

 I. Instruction 

           
     Match the instructions part A with the correct pictures in part B!

          Part A

            1.  Sit the person comfortably upright against the wall. Be calm and reassuring. Don’t                               leave the person alone.

            2.  Give the pillow on the person’s neck in order to make them feel more comfortable.

            3.  Never position the patient in a lying position.

            4.  Give them a warm drink water.

            5. Give a message on their thumbs.

            6.  If the asthma attack does not heal within 15 minutes, bring the patient to the nearest                             hospital.

          Part B

    

                                                                            (         )

                                        ..................................................................................

(                    )

..........................................................................

(              )

.........................................................................

        

 (            )

........................................................................

(           )

.......................................................................

(              )

................................................................................

                               

 Sources:

http://www.middleweb.com/25300/3-vocabulary-strategies-help-students-decipher/

http://www.webmd.com/asthma/guide/asthma-attack

Nationalasthmacouncilaustralia  Retrieved from https://www.nationalasthma.org.au/asthma-first-aid

Allergist Retrieved from http://acaai.org/asthma/symptoms/asthma-attack

https://www.childrensmn.org/references/pfs/condill/asthma.pdf