A genre-based approach in ESP classes to teaching clinical
communication focusing on breaking bad news to patients

J 2024

A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients

DVOŘÁČKOVÁ, Veronika

Basic 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:

URL

Organization unit

Language Centre

DOI

http://dx.doi.org/10.5817/DI2024-1-30

Keywords in English

medical English; medical oral genre; delivering bad news; clinical communication; action research; ESP lesson; student survey; mediation

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.

Citovat

DVOŘÁČKOVÁ, Veronika. A genre-based approach in ESP classes to teaching clinical communication focusing on breaking bad news to patients. 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.

@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}
}

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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.

Detailed Information on Publication Record