Bioethics in an ESP Classroom - Motivation, Implementation, Outcomes

DVOŘÁČKOVÁ, Veronika. Bioethics in an ESP Classroom - Motivation, Implementation, Outcomes. In Semmelweis Medical Linguistics Conference. 2023.

Základní údaje

• Originální název: Bioethics in an ESP Classroom - Motivation, Implementation, Outcomes
• Autoři: DVOŘÁČKOVÁ, Veronika.
• Vydání: Semmelweis Medical Linguistics Conference, 2023.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Centrum jazykového vzdělávání
• Klíčová slova anglicky: Medical English, bioethical module, literary approach, principlist approach
• Příznaky: Mezinárodní význam, Recenzováno

Anotace

In an effort to create course content that would be intellectually provoking, communicationdriven and patient-centred, the authors of the Medical English course at the Faculty of Medicine, Masaryk University Language Centre, Brno, Czech Republic have many times drawn from sources with a bioethical focus. In the currently built bioethical module we have adopted a two-step approach to introduce the first-year medics to the intriguing domain of bioethics. The presentation will look at both steps in sequence. To sensitise novice medical students to the very existence of bioethical issues, we first use a literary approach (Lesson 1). In this lesson, students rewrite a clinical case report by expanding on literary features which play little or no role in the genre of the clinical case report. Having become aware of the holistic nature of bioethical dilemmas, the students are better able to tackle the principle-driven approach based on argumentation which is taught in the following lesson. While dealing with the same case report, in Lesson 2 students evaluate the course of action described in the report using the conceptual framework consisting of four major bioethical principles. Apart from describing both lessons' pedagogical sequences and sharing insights from student course feedback, I will argue the concern for the development of argumentation skills shared by bioethics as well as ESP provides a perfect opportunity for better integration of ESP classes within the medical curriculum, an opportunity which sadly remains underused mainly due to curricular constraints. On a purely ESP level though, the use of bioethical argumentation which is fully alligned with the concept of logical argument within pragmatic competence as presented in CEFR CV (2020, 150) contributes significantly to the development of the ESP communicative competence in the learners of Medical English.