Detailed Information on Publication Record
2024
A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients
DVOŘÁČKOVÁ, VeronikaBasic information
Original name
A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients
Authors
DVOŘÁČKOVÁ, Veronika (203 Czech Republic, guarantor, belonging to the institution)
Edition
Discourse and Interaction, 2024, 1802-9930
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Field of Study
60200 6.2 Languages and Literature
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Organization unit
Language Centre
Keywords in English
medical English; medical oral genre; delivering bad news; clinical communication; action research; ESP lesson; student survey; mediation
Tags
International impact, Reviewed
Změněno: 29/7/2024 11:53, Mgr. Veronika Dvořáčková, Ph.D.
Abstract
V originále
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.