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@article{2415379,
author = {Dvořáčková, Veronika},
article_number = {1},
doi = {http://dx.doi.org/10.5817/DI2024-1-30},
keywords = {medical English; medical oral genre; delivering bad news; clinical communication; action research; ESP lesson; student survey; mediation},
language = {eng},
issn = {1802-9930},
journal = {Discourse and Interaction},
title = {A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients},
url = {https://journals.muni.cz/discourse-and-interaction/article/view/38044},
volume = {17},
year = {2024}
}
TY - JOUR
ID - 2415379
AU - Dvořáčková, Veronika
PY - 2024
TI - A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients
JF - Discourse and Interaction
VL - 17
IS - 1
SP - 30-50
EP - 30-50
SN - 18029930
KW - medical English
KW - medical oral genre
KW - delivering bad news
KW - clinical communication
KW - action research
KW - ESP lesson
KW - student survey
KW - mediation
UR - https://journals.muni.cz/discourse-and-interaction/article/view/38044
N2 - Healthcare professionals have the responsibility to regularly convey difficult information such as unfavourable diagnoses, as well as adverse treatment outcomes. While this task can be uncomfortable, successfully carrying it out plays a crucial role in determining patient outcomes (Sweeney et al. 2011: 230). This necessity has led to the creation of evidence-based protocols such as SPIKES developed by Baile et al. (2000). The goal of the paper is to explore the suitability of the genre-based approach for the study and teaching of medical English, focusing on the integration of the selected clinical communication tool into the ESP classroom. As this study stems from the ESP practitioner’s experience and its outcomes will directly influence her future ESP classroom teaching, action research has been conducted. The feasibility of using an authentic clinical tool in an ESP lesson was assessed through a two-step methodology: i) devising an ESP task based on the SPIKES protocol, emphasizing linguistic elements, and ii) obtaining student feedback focusing on the perceived usefulness of the tool. Overall, the collected data indicate that students acknowledged the significance of effective clinical communication for successful therapeutic practice. However, given the fact that medical English is inconveniently scheduled in a pre-clinical phase of their curriculum, they also exhibited a certain level of hesitancy, unsurprisingly, when it came to readiness in handling serious communication scenarios.
ER -
DVOŘÁČKOVÁ, Veronika. A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients. \textit{Discourse and Interaction}. 2024, vol.~17, No~1, p.~30-50. ISSN~1802-9930. Available from: https://dx.doi.org/10.5817/DI2024-1-30.
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