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Authentic Diagnoses as a Tool for Teaching Medical Terminology

ŠEVČÍKOVÁ, Tereza and Natália GACHALLOVÁ

Basic information

Original name

Authentic Diagnoses as a Tool for Teaching Medical Terminology

Name in Czech

Autentické diagnózy jako prostředek k výuce lékařské terminologie

Authors

ŠEVČÍKOVÁ, Tereza (203 Czech Republic, guarantor, belonging to the institution) and Natália GACHALLOVÁ (703 Slovakia, belonging to the institution)

Edition

1st International Conference of the Slovene Association of LSP Teachers, Rimske Toplice, 18.-20.5.2017, 2017

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50300 5.3 Education

Country of publisher

Slovenia

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14640/17:00096835

Organization unit

Language Centre

Keywords (in Czech)

lékařská terminologie; výuka; diagnózy; motivace

Keywords in English

Medical terminology; teaching; diagnoses; motivation

Tags

International impact
Změněno: 25/4/2018 18:14, Mgr. Natália Gachallová, Ph.D.

Abstract

V originále

In the Czech Republic and other European countries, both native and foreign students of General Medicine and Dentistry are expected to use Latin and Greek medical terms correctly from the very first moments at the faculty. This knowledge is required not only in the classes of Anatomy, Pharmacology, Histology, etc., but also later in their professional careers, since diagnoses are still conventionally written in Latin. Therefore, authentic diagnoses represent an inextricable part of the curriculum. The paper presents methodological approaches applicable in the teaching process. The benefits of these are illustrated on specific examples exercising language skills on various levels. Moreover, such practical exercises contribute to a positive motivation of students, as they are always in contact with what they actually need in their practice. The desired outcome is to teach students how to use medical terminology with respect to the particular context, in contrast with mechanic memorising of formulas without any deeper understanding.