English for Medical Purposes

Background to starting in EMP teaching and authoring
Start BA/LLB then → Nurse Training →BA
Set up Home Nursing Service 1985-1990
Nurse Facilitation 1990
Move into TESOL 1990 (General English)
Development of English for Nursing and Health at TAFE – Advanced Level and Study Tours
Cross-over to Diploma of Nursing + international student support
Return to clinical practice 2006 - currently RN in SW England

EMP authoring and consultancy
Co-author ‘Cambridge English for Nursing’ books
Author EMP materials (journals, online course, EMP books )
Development of Teacher Training Seminars with Ros Wright and Marie McCullagh
Volunteer ‘Teachers Without Borders’ - development of teacher training resources
Consultant in English for Medical Purposes

Feel free to contact me
Email:
[email protected]
Blog www.englishfornursingandhealth.blogspot.com
Website: www.e4nursingandhealthcare.com
Facebook: English for Nursing and Healthcare
Skype: virginiajaneallum

Why I author EMP books?
First hand experience of difficulties faced by international nursing students in an Australian Diploma of Nursing –want to help individuals!
Improve the retention rate of nurses and doctors – want to help my profession!
Unique position to use past experience to create authentic situations

Background to the need for EMP
Changes in language testing for doctors and nurses in the UK
Nursing and Care Quality Forum (Sally Brearley) – set up to discuss improvements in patient care including language competency
Safety issue
Increases participation in global medical research area

English for Medical Purposes can be..
Workplace orientated course (overseas or in own country)
PAL training for university course (degree, Masters)
Part of local curriculum – more European degrees undertaken in English
Online course + or – f2f sessions
Academic – conference participation, journal articles

What type of course are you delivering?
Needs analysis essential
PAL
Remember courses often need to fit in with shifts
Online courses – accessible any time
f2f – essential for communication scenarios
Blended learning – time to ‘think about’ and review content

English for Doctors/Nurses – workplace oriented course
Communication focus
Appropriate writing focus
Medical terminology and everyday health terminology
Appropriate reading focus

English for Doctors/Nurses – academic course
Communication focus – conference presentation
Communication focus – conference / forum participation
Professional development course attendance
Authoring journal articles

Why are EMP courses necessary?
Specialised vocabulary
Need for accuracy in communication (safety)
General English courses – limited use in healthcare environment
Healthcare environment can be pressured
Other similar courses –Oil and Gas, Aviation

Communication focus in EMP
Asking for information e.g on admission
Giving instructions e.g medication use
Asking about past habits
e.g asking about past medical history
Talking about pain level
e.g location, intensity
Asking about feelings
Asking for co-operation e.g lift your arm

Finding resources
A lot more available to general public
Books , online courses, online materials, blogs
Health information e.g Patient UK, Medline Plus
BBC Health, ABC Health
Uni sites – resources for medical students, nursing students etc
Greater need for authentic/near authentic material

Always keep in mind
In most cases, your students will have the background in medical/nursing area
They know the procedures
They know the equipment
They know the medical terms (possibly similar to English )
YOU ARE NOT TEACHING CONTENT

Adapting authentic materials
Remember to remove any logos - privacy
Some charts and policies are available online e.g SAGO
Some medical/nursing institutions will give copies of charts (as long as the hospital logo is removed)
Look for course books/online courses with authentic resources

SBAR
SAGO

Nursing video

Using the video
Ask students to identify the equipment used in the video
Ask students to explain the process described in the video. What does the nurse/doctor do first?
First, she asks the ‘patient’ for permission to take a BP reading. Then she …
Students write a role play which matches the video. Role play the dialogue.

Using online resources: Puzzlemaker
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
http://puzzlemaker.discoveryeducation.com/code/BuildCryptogram.asp

Crossword
Look at the crossword example : Taking a patient’s blood pressure’
In pairs, complete the crossword.
Students can produce their own crosswords . Exchange crosswords with a class-mate.

Cryptograms

Learning medical terminology
Essential part of any EMP course
Best integrated within each lesson
Memorising + placing in context
Use as many tricks as possible to minimise tedium!

Prefix charades
Divide class into two groups
Start Group A – one person select a card
Role play the prefix e.g Hypo = low
Group B – guess the prefix
If unable to guess the prefix, Group A gets the point
and so on…

Follow on to…
Fill in the missing vowel
Give each student a handout, face down
Ask students to turn over and start
First to finish, call out!
Read through prefixes – students call out the meaning

Networking and finding contracts
LinkedIn – share experience, job market
Blogs and websites – make your own
Consultancy – new area
EMP a wide area – specialise in a particular area
Build up profile –contribute to magazines, journals, blogs