This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO
Login
Register

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Intercultural medical communication in europe / Interkulturna meditsinska communikatsiya v evropa

Date of Publication

8 May 2013

Target Group

Lecturers
Students

Domain Area

Medicine & Nursing

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Bulgarian

Language of Instruction

Any language

CEFR level

B1
B2
C1

Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)
Test
Video

Linguistic Features

Vocabulary
Grammar

Skills

Listening
Speaking
Writing
Reading

Description

Source to be found on IMED-KOMM-EU. Medical University, Varna
Very complex resource, represents the output of an international project. Has no English page.
Create and systematically organize, modernize, test, correct, value and distribute modern innovative materials for language teaching, testing (ECL) professional language teaching of medical students, foreign doctors and specialized mediacal staff. It consists of five units of a blended-learning course, is free and easily accessible, hybrid and consists of modules, activity-oriented and cooperative, an instance of task based learning.
Are designed to be used both for individual and class learning.
Has six interconnected web-pages for the use of teachers of Bulgarian, Lithuanian, German, Hungarian, Slovenian and Czech. (See dictionary attached).
Pages focus on practically-relevant modules with complex online and offline exercises in the field of medical communication.
Includes valuable theoretical material on vocabulary, grammar and discourse (ppt presentations) and two multilingual dictionaries.

Case study

Supposedly valided under the project

Guidelines

Each of the 5 sections can be used according to the various needs learners ьшпреhave, as follows or in other sequences.
Topic 1. Communication Between Doctor And Patient. Anamnesis: plan, stages, question
Teacher gives handout (vocabulary – terminology, matching definitions, dialogue with gaps, short article) to students, introduces topic and discusses terminology.
Teacher plays video twice. Students watch and check words on their handout.
Teacher invites students to discuss dialogue.
Video is played for the second time and students are invited to role play.
Students are asked to detect new vocabulary in text abd article.
Vocabulary and script: multiple-choice excercise sample:
План за снемане на анамнезата / Plan for anamnesis
Етапи нa анамнеза / Stages of anamnesis
Въпроси за снемане на анамнезата / Questions
Text:
Разпитът на болния следва определена процедура (procedure), а данните се групират в следните групи: 1. Паспортни данни. Регистрират се име, възраст (age), дата на раждане, пол, местожителство (residence, address), националност, възраст, положение, професия на болния. При пациенти за клинично лечение се отбелязват имена, адреси, телефони близките (next of kin). 2. Сегашни заболявания (Anamnesis morbi). Разпитът започва с наглавните оплаквите (complains), за които болният е дошъл на преглед. Може да e един или много симптоми. Всеки симптом се установява. Главните оплаквания не включват термините (terms), кoито са наименования на заболявания или синдроми. Анамнезата няма за цел да регистрира поднесената от болния диагноза, а да уточни неговите подробности (details) оплаквания. Следващият етап при снемането на анамнезата е подробна (detaield) характеристиката на главните симптоми.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

4

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

4

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

5

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
This complex resource (which might be updated with more recent videos) stands as a model of blended learning facility and can be integrated in groups of motivated learners.
Resourse includes five interconnected web-pages blended-learning tutorials with questions, traditional and programme exercises, video and audio materials, instructions, ECL tests, podcasts and videocasts, links, photo gallery on medical communication. Resource includes 2 Bulgarian, Lithuanian, German, Czech, Russian, Turkish glossaries of medical terme and key phrases in medical communication.
Programmes, pilot tests, standard tests
Can be used in everyday work, teaching, conferences
Contents: 1. Communication Between Doctor And Patient. Anamnesis: plan, stages, question. 2. Cardiology, Pulmology, Pediatrics, Ophthalmology, Gastroenterology, Neurology, Gynecology. 3. Clinical investigation – clinical tests, diagnosis. 4. Communication during operation – anaesthesia. 5. Medication
Website of the Teaching Source:
Visit