Medical English
Course Introduction
Peih-ying Lu
Sept 22, 2016
Course Framework
Topics
TBL/PBL / Mini-projects
1. Roots of English
•Greek Mythology and Medicine
•Approach to Medical Terms and
Medical Professions
a. Medicine in Mythology (tracing
the origins)
b. How Doctors Think (finding
medical terms)
2. Learning about the Body
3. Learning about the Brain
TED Talk （5 talks） / Health
Education
4. Learning about Children’s and
Women’s Health
a. Birth Plan
b. Unwanted Pregnancies
5. Medical Communication
Doctor/Patient Communication：
Role-play and Analysis
Mini-project 1 （PBL）
Medicine and Society
Mini-project 2
Good Patients
Medical English Syllabus
共同lecture時間: Thu 1-2 上課地點:CS302
週次
2
日期
9/22 (Thu 1-2)
4
10/6 (Thu 1-2)
6
10/20 (Thu 1-2)
8
上課進度
Course Introduction: Why Medical English and What is
expected
講授者
Roots of Medical English: Greek Mythology and Medicine
呂佩穎
Roots of Medical English:
Approach to Medical Terms and Medical Professions
蔡哲嘉
Task Based Learning 1
Medicine in Mythology & How Doctors Think
周雋
胡楚松
呂佩穎
林彥克
呂佩穎
林彥克
呂佩穎
陳思嘉
11/3(Thu 1-2)
11/4 (Fri 3-4)
11/4 (Fri 5-6)
11/4 (Fri 7-8)
呂佩穎
11
11/24(Thu 1-2)
Getting Professional: Learning about the Body
(Internal Medicine)
李智雄
13
12/8 (Thu 1-2)
Medicine Getting Professional: Learning about the Body
(Surgery)
傅尹志
15
12/22 (Thu1-2)
周雋
林彥克
12/23 (Fri 3-4)
呂佩穎
胡楚松
12/23 (Fri 5-6)
Review/TBA
12/23 (Fri 7-8)
17
18
1/5(Thu 1-2)
Getting Professional: Learning about the Brain
Final Exam
呂佩穎
林彥克
呂佩穎
蔡哲嘉
林瑞泰
週次
1
上課進度
Task Based Learning 2
TED Talk （10 talks） / Health Education
3
Getting Professional: Learning about Children’s and Women’s
Health
5
Task Based Learning 3
Birth Plan & Unwanted Pregnancies
7
9
Medical Communication
Task Based Learning 4
Doctor/Patient Communication, Acting and Analysis
11
Mini-Project- PBL 1
Medicine and Society
13
15
Getting Academic: Paper/ Abstract Reading
Mini-Project- PBL 2 Good Patients
（The last 30 minutes – Review）
17
Final Exam
Teaching Team
Lecturers
•
•
•
•
•
•
•
呂佩穎老師
蔡哲嘉醫師
李智雄醫師
傅尹志醫師
林瑞泰醫師
沈靜茹醫師
周雋老師
TBL/PBL Tutors
•
•
•
•
•
•
•
•
•
呂佩穎老師
蔡哲嘉醫師
林瑞泰醫師
周雋老師
林彥克醫師
陳思嘉醫師
林育志醫師
胡楚松醫師
蔡克勵醫師
Class section and class room
TBL/PBL
A Thursday
B Friday
C Friday
D Friday
1-2
3-4
5-6
7-8
Common Lecture Time
C Thursday 1-2
CS302(CS201)
CS302(CS201)
CS302(CS201)
CS302(CS201)
CS302
Course Objectives
0 To develop students’ competence in using English in
academic or clinical environments.
0 To facilitate students’ learning in four skills, i.e.
Listening, Speaking, Reading and Writing.
0 To integrate professionalism development with the
the medical English learning.
Expectations from Faculty
0 Students are expected to explore the elements of history,
0
0
0
0
culture, images and communications of Medical English.
Language is best for communication and identity.
Students should be able to carry out a doctor-patient
conversation in everyday English with fluency.
Students are expected to read articles about sciences for
common purposes.
Students should be able to make written record of medical
condition in English with minimal spelling or grammatical
mistakes.
Five Pillars of Medical English
0 Thou shalt have an enquiring mind
0 Thou shalt be punctual
0 Thou shalt not use cellphones
0 Thou shalt come prepared
0 Thou shalt actively participate
Requirements
0 Students need to form the groups before each TBL.
0 Students must not change the class.
0 Students must be on time for each TBL. (Punctuality
will be taken into account in terms of assessment)
0 Students must not absent for each TBL.
0 Each group must bring one laptop/tablet.
0 Students need to prepare for TBL if needed.
0 Assignment must be handed in on time.
0 Plagiarism is forbidden .
Assessment
0 Mid-term 25%
0 Final 30%
0 Task based learning/Problem based learning 45%
*Being over 10 minutes (included) late for TBL/ mini-project class: You will get an
individual grade reduced for two units from your group grade. For example, if your
group’s original grade is A+, your grade will become A-.
* Being late for over 30 minutes, your grade for this task will not be 0.
TBL Score Equivalence
Original score
Letter grade
Score based on
100 percent
32
A+
95
30
A
90
28
A-
85
25
B+
80
23
B
75
21
B-
70
18
C+
65
Grading Rubric
Date:
Category/Score
Group:
Poor(1)
Name:
Fair(2)
Good(3)
Presentation was nearly
completed in the
assigned time.
Presentation was
moderately off topic and
somewhat disorganized.
Attempted to include
minimal medical/dental
terms and knowledge.
Used correct English for
very simple sentences.
Difficulty with vowel
sounds and/or stress
placement.
Spoke too quickly.
Presentation was
completed satisfactorily in
assigned time.
Minimally off topic.
Reasonably organized.
Presentation was very
organized.
Stayed on topic.
Almost completed within
the time allotment.
Presentation was completed
within the time guidelines,
extremely well organized and
on topic.
Integrated proper
medical/dental terms and
knowledge.
Used appropriate English
for simple sentences.
Most English words were
pronounced correctly.
Demonstrated good use of
medical/dental terms and
knowledge.
Used appropriate English
and expressed ideas
clearly.
Minimal
mispronunciations.
Showed skillful use of
medical/dental terms and
knowledge.
Consistently used
appropriate English with
complex sentences to
express ideas fluently.
No mispronunciations.
Spoke clearly.
The presentation was very
engaging.
The topic was presented in
a logical manner and was
very relevant.
Applications were well
supported by factual
material.
Conclusion and
applications were very
good and logically
supported by the main
points in the presentation.
All of the members
participated and
contributed.
Most exhibited positive
attitudes about the task.
Presentation was extremely
interesting.
The subject matter was
presented in an extremely
logical and relevant manner.
Careful analysis of research
material supported the
central ideas in the
presentation.
Statements were supported
by relevant facts.
Conclusions were clear,
concise, and relevant.
All the members participated
and contributed equally and
substantially.
Demonstrated strong
positive feelings about task.
1. Presentation time
management and
topic organization:
Presentation was not
completed in assigned
time and off topic.
Presentation was
disorganized.
2. Use of Language:
Almost no inclusion of
medical/dental terms or
knowledge.
Used mostly incorrect
English and few complete
sentences.
Very difficult to
understand.
3. Critical thinking:
Presentation was
presented in a logical
order.
Presentation
stimulated the
audience with critical
questions
Presentation did not
stimulate much interest
in the audience.
Presentation was not
delivered in a relevant
and logical manner.
Topic was poorly defined,
ambiguous, lacked a
focused purpose.
Conclusions were weak
and not supported by
facts.
The presentation created
a little audience interest.
Parts of the presentation
were not logical or
relevant.
Most important concepts
were often not supported
by facts.
Conclusion was
somewhat disconnected
to the arguments in the
presentation
Presentation was fairly
interesting.
Some portions of the
presentation were logical
and relevant.
Concepts were reasonably
well supported by facts.
Arguments included
diverse opinions that were
managed coherently.
Conclusion was reasonable,
logical and relevant.
4. Collaboration and
participation (planning
and performance of
Presentation script)
Only one or two
members participated
and contributed to the
planning and
performance.
Members showed low
interest in the task.
Few of the members
participated and
contributed.
Members exhibited some
negativity toward task.
Most of the members
participated and
contributed.
Members usually exhibited
positive feelings about
task.
Very Good(4)
Excellent(5)
TBL/PBL Evaluation
Poor(1) Fair(2) Good(3) Very Good(4) Excellent(5)
topic
Group1
Group2
Group3
Group4
Group5
1. Role-play 2. Use of
time
Language
management
and topic
organization
3. Critical
thinking
4.
Collaboration
and
participation
Comment
Peer Evaluation
Student Name_____________________
Team Number _____________Date________________________
Poor = 1; Fair = 2; Good = 3; Very Good = 4; Excellent = 5
Student
Number
Reliable,
Contribution
Prepared
Attitude
Active
Listener
Commitment
to Team
Shows
Respect
Other
Demonstrates reliability
You can count on a reliable team member who gets work done and does his fair share to work hard and meet commitments. He or she
follows through on assignments. Consistency is key. You can count on him or her to deliver good performance all the time, not just some of
the time.
Communicates constructively
Teams need people who speak up and express their thoughts and ideas clearly, directly, honestly, and with respect for others and for the
work of the team. That's what it means to communicate constructively. Such a team member does not shy away from making a point but
makes it in the best way possible — in a positive, confident, and respectful manner.
Listens actively
Good listeners are essential for teams to function effectively. Teams need team players who can absorb, understand, and consider ideas and
points of view from other people without debating and arguing every point. Such a team member also can receive criticism without reacting
defensively. Most important, for effective communication and problem solving, team members need the discipline to listen first and speak
second so that meaningful dialogue results.
Functions as an active participant
Good team players are active participants. They come prepared for team meetings and listen and speak up in discussions. They're fully
engaged in the work of the team and do not sit passively on the sidelines.
Team members who function as active participants take the initiative to help make things happen, and they volunteer for assignments. Their
whole approach is can-do: "What contribution can I make to help the team achieve success?"
Shares openly and willingly
Good team players share. They're willing to share information, knowledge, and experience. They take the initiative to keep other team
members informed.
Much of the communication within teams takes place informally. Beyond discussion at organized meetings, team members need to feel
comfortable talking with one another and passing along important news and information day-to-day. Good team players are active in this
informal sharing. They keep other team members in the loop with information and expertise that helps get the job done and prevents
surprises.
Cooperates and pitches in to help
Cooperation is the act of working with others and acting together to accomplish a job. Effective team players work this way by second
nature. Good team players, despite differences they may have with other team members concerning style and perspective, figure out ways
to work together to solve problems and get work done. They respond to requests for assistance and take the initiative to offer help.
Exhibits flexibility
Teams often deal with changing conditions — and often create changes themselves. Good team players roll with the punches; they adapt to
ever-changing situations. They don't complain or get stressed out because something new is being tried or some new direction is being set.
In addition, a flexible team member can consider different points of views and compromise when needed. He or she doesn't hold rigidly to
a point of view and argue it to death, especially when the team needs to move forward to make a decision or get something done. Strong
team players are firm in their thoughts yet open to what others have to offer — flexibility at its best.
Shows commitment to the team
Strong team players care about their work, the team, and the team's work. They show up every day with this care and commitment up front.
They want to give a good effort, and they want other team members to do the same.
Works as a problem-solver
Teams, of course, deal with problems. Sometimes, it appears, that's the whole reason why a team is created — to address problems. Good
team players are willing to deal with all kinds of problems in a solutions-oriented manner. They're problem-solvers, not problem-dwellers,
problem-blamers, or problem-avoiders. They don't simply rehash a problem the way problem-dwellers do. They don't look for others to
fault, as the blamers do. And they don't put off dealing with issues, the way avoiders do.
Team players get problems out in the open for discussion and then collaborate with others to find solutions and form action plans.
Treats others in a respectful and supportive manner
Team players treat fellow team members with courtesy and consideration — not just some of the time but consistently. In addition, they
show understanding and the appropriate support of other team members to help get the job done. They don't place conditions on when
they'll provide assistance, when they'll choose to listen, and when they'll share information. Good team players also have a sense of humor
and know how to have fun (and all teams can use a bit of both), but they don't have fun at someone else's expense. Quite simply, effective
team players deal with other people in a professional manner.