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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.

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Medine Lingua

Date of Publication


Target Group


Domain Area

Medicine & Nursing

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features





The website is a multilingual resource for the vocabulary of medicine in various European languages, hosted and maintained by Vrije Universiteit Brussel, Faculty of Medicine & Pharmacy. It was put together with the contribution of various HE institutions.
Under the Swedish entry, we can access vocabulary about: General Vocabulary (i.e. Medical Environment; Taking the medical history; Physical examination; Tests and Medication); Disciplines (Respiratory and Nephrology); Abbreviations (empty in the case of Swedish); and Anatomy charts. Each of these sections may be subdivided into more.
Besides lists of vocabulary, in some sections you may have access to pdf files that provide images of parts of the body that are totally labelled in Swedish.

Case study

This resource requires learners to have an upper-intermediate to advanced level of Swedish and implies they are either training to be nurses or doctors, due to its highly specialised vocabulary.


If used in a classroom context.
The guidelines will be related to the section of General Vocabulary, subsection Taking the medical history and then 3 parts - general introductions, personal information and pains/ symptoms.
Initial consideration: students will have known each other for some time and shared their professional experiences.
Step 1. Teacher addresses the concept of medical history and discusses with students what they consider to be important on a first appointment with a patient.
Step 2. Collaboratively, T and students write a script of what the fundamental steps for this first appointment might be. They do so by retrieving the necessary vocabulary from the abovementioned subsection. When they finish, they prepare to role-play these dialogues in pairs and then swap with another pair, exchanging the role in the appointment - doctor and patient.
Step 3. Based on this initial script, in pairs, students introduce changes according to different medical specialties, e.g. respiratory. At the end, they should have a database of appointment scripts they can use for further roleplays, reading assignments, fill-in-the-gaps exercises, among others.
Further advice:
1. Students may have to listen to the words being said out loud by the T and an additional resource, such as a dictionary.
2. Students are encouraged to listen to authentic or simulated dialogues at the doctor’s.
3. T may use these appointment scripts for dictations, so as to practise listening and writing skills.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


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


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


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


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


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


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


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


The resource is somewhat static and traditional, since students can only access lists of vocabulary out of context, although organised thematically, and occasionally with the support of images. Regardless of these frailties, the website allows for a multilingual approach to a highly specialised area of knowledge and it may be used from different teaching methodological approaches, thus turning it into a more interactive resource. Another added value lies in the fact that it was prepared under the supervision of HE institutions, which vouches for its scientific trustworthiness.
Website of the Teaching Source: