Ros Wright offers a variety of specialized teaching
& teacher training presentations & workshops in Medical English.
Contact her directly to discuss delivering a presentation or workshop.
& teacher training presentations & workshops in Medical English.
Contact her directly to discuss delivering a presentation or workshop.
Past presentations
Soft Skills for Medicine: Breaking Bad News
Where: 2nd English for Healthcare Conference, EALTHY
When: 24-25 October 2015
Abstract:
Not unlike other fields, what medical professionals really need is to develop soft skills in English, notably when breaking bad news.
Bad news refers to anything considered ‘unfavourable medical information’ and as such is always ‘in the eye of the beholder’ (Baile et al, 2000). Clinicians might be required to carry out the complex task of breaking bad news several times a week. Compounding this is the fact that, if delivered poorly, the experience remains with the patient long after the initial shock of the news itself. Compound this further with the need to deliver such information effectively in a language that is not your own.
Using examples from a course for future NHS employees, the presenter will demonstrate Baile’s SPIKES model for breaking bad news, adapted for the medical English classroom.
Where: 2nd English for Healthcare Conference, EALTHY
When: 24-25 October 2015
Abstract:
Not unlike other fields, what medical professionals really need is to develop soft skills in English, notably when breaking bad news.
Bad news refers to anything considered ‘unfavourable medical information’ and as such is always ‘in the eye of the beholder’ (Baile et al, 2000). Clinicians might be required to carry out the complex task of breaking bad news several times a week. Compounding this is the fact that, if delivered poorly, the experience remains with the patient long after the initial shock of the news itself. Compound this further with the need to deliver such information effectively in a language that is not your own.
Using examples from a course for future NHS employees, the presenter will demonstrate Baile’s SPIKES model for breaking bad news, adapted for the medical English classroom.
Using English as a lingua franca in the Field of Medicine
Where: Sechenov First Moscow State Medical University
When: April 2015
Abstract:
To be confirmed.
Where: Sechenov First Moscow State Medical University
When: April 2015
Abstract:
To be confirmed.
EMP Teacher Training: A Framework for Good Practice
Delivered:
The current testing system for EU healthcare professionals is set to change. With this comes the question - to what extent are trainers ready for the English for Medical Purposes (EMP) classroom?
Drawing from experience, the speaker will consider teacher training provision in this specialized area. She will present a framework that allays fears and builds confidence amongst future EMP trainers, helping ensure they possess the necessary tools to deal successfully with the genuine realities of the EMP classroom.
Delivered:
- 2014 International Medical English Conference, The Pyramid Group (13 September 2014)
- Business English Trainer's Conference, Business EnglishUK (7 June 2014)
The current testing system for EU healthcare professionals is set to change. With this comes the question - to what extent are trainers ready for the English for Medical Purposes (EMP) classroom?
Drawing from experience, the speaker will consider teacher training provision in this specialized area. She will present a framework that allays fears and builds confidence amongst future EMP trainers, helping ensure they possess the necessary tools to deal successfully with the genuine realities of the EMP classroom.
EMP Assessment: Borrowing from Clinical Practice
Abstract:
Experts agree - assessment, both summative and formative, is essential to the success of any medical communications programme. The question, therefore, is not if to assess, but rather what and how to assess.
According to the UK’s General Medical Council, problems encountered by overseas doctors demonstrate more their lack of effective communication skills than medical content or even terminology. With this in mind, the presenter first considers the relevance of current EU language-testing policies for medical professionals, before making the comparison with those of the US and Australia. Next, the presenter will look at approaches borrowed from clinical practice (techniques employed in the training of medical communications) that could feasibly be incorporated into EMP assessment design, debating the need for a replacement to the current system in the UK. Finally, the presenter will report on two new EMP tests that are set to provide trainers Europe-wide with more effective evaluation formats at both undergraduate and post graduate levels.
Abstract:
Experts agree - assessment, both summative and formative, is essential to the success of any medical communications programme. The question, therefore, is not if to assess, but rather what and how to assess.
According to the UK’s General Medical Council, problems encountered by overseas doctors demonstrate more their lack of effective communication skills than medical content or even terminology. With this in mind, the presenter first considers the relevance of current EU language-testing policies for medical professionals, before making the comparison with those of the US and Australia. Next, the presenter will look at approaches borrowed from clinical practice (techniques employed in the training of medical communications) that could feasibly be incorporated into EMP assessment design, debating the need for a replacement to the current system in the UK. Finally, the presenter will report on two new EMP tests that are set to provide trainers Europe-wide with more effective evaluation formats at both undergraduate and post graduate levels.
10 Steps to Becoming an EMP Trainer
Delivered:
Unlike other ESP disciplines, we can all relate to the area of medicine – be that as patient, carer or anxious relative. Indeed, each and every one of us has a vested interest in the effective English language skills of its practitioners. But how many are actually aware of what is entailed in teaching English for Medical Purposes (EMP)?
The relationship between medical professional and patient is not dissimilar from that between ELT trainers and their learners. Employing a client-centred approach, including the client in the decision-making process, eliciting key information from the client - these are just some of the similarities with ELT, all of which are key to effective communications in a medical context. The presenter - herself a non-practitioner - seeks to demystify the teaching of medical English communications, while providing 10 steps to becoming a successful EMP trainer.
Delivered:
- Ist English for Healthcare Conference, EALTHY (September 2013) - Closing Plenary
- Teachers' Conference EnglishUK Teachers' Conference (9 November 2013)
Unlike other ESP disciplines, we can all relate to the area of medicine – be that as patient, carer or anxious relative. Indeed, each and every one of us has a vested interest in the effective English language skills of its practitioners. But how many are actually aware of what is entailed in teaching English for Medical Purposes (EMP)?
The relationship between medical professional and patient is not dissimilar from that between ELT trainers and their learners. Employing a client-centred approach, including the client in the decision-making process, eliciting key information from the client - these are just some of the similarities with ELT, all of which are key to effective communications in a medical context. The presenter - herself a non-practitioner - seeks to demystify the teaching of medical English communications, while providing 10 steps to becoming a successful EMP trainer.
Nursing English: Going Beyond the Coursebook
Delivered:
Expert in English for nursing, Melodie Hull (2004), insists that courses and therefore coursebooks should be ‘based on healthcare, not English language structure or rules’. I think we can safely assume that this is the case; most of the current coursebooks are designed primarily to develop patient communication skills. However, the question is, do such coursebooks go far enough to promote learner performance in the clinical context? This presentation will look at ways to supplement the nursing English coursebook by incorporating authentic video and developing ‘3-D role plays’ to enhance performance and ultimately prioritize the patient and their well-being.
Delivered:
- Ist English for Healthcare Conference, EALTHY (September 2013)
Expert in English for nursing, Melodie Hull (2004), insists that courses and therefore coursebooks should be ‘based on healthcare, not English language structure or rules’. I think we can safely assume that this is the case; most of the current coursebooks are designed primarily to develop patient communication skills. However, the question is, do such coursebooks go far enough to promote learner performance in the clinical context? This presentation will look at ways to supplement the nursing English coursebook by incorporating authentic video and developing ‘3-D role plays’ to enhance performance and ultimately prioritize the patient and their well-being.
An Introduction to Teaching Medical Professionals
Delivered:
When it comes to teaching medical professionals, many ELT trainers ‘fear’ or at best are wary of the Medical English classroom and its occupants: concerns about inadequate knowledge of medicine, grappling with terminology and generally feeling ‘unsure’ of their role and the benefits such a collaboration might bring. But what of the reality? Just what is entailed in training professionals from the field of medicine?
The relationship developed between medical professional and patient is not dissimilar from that created in the ELT classroom. Establishing and maintaining rapport in a ‘safe’ environment, eliciting information, promoting a patient-centred interview, including the patient in the decision-making process, managing communication breakdown, interpreting body language as well as understanding cultural background and its possible impact on the patient’s ability to communicate effectively, are all part and parcel of daily interaction in a medical context.
The presenter will attempt to allay some of the myths surrounding the teaching of medical professionals as well as demonstrate the need to employ an authentic, rather than innovative methodology.
Delivered:
- GERAS Santé Conference, GERAS Santé (October 2011)
When it comes to teaching medical professionals, many ELT trainers ‘fear’ or at best are wary of the Medical English classroom and its occupants: concerns about inadequate knowledge of medicine, grappling with terminology and generally feeling ‘unsure’ of their role and the benefits such a collaboration might bring. But what of the reality? Just what is entailed in training professionals from the field of medicine?
The relationship developed between medical professional and patient is not dissimilar from that created in the ELT classroom. Establishing and maintaining rapport in a ‘safe’ environment, eliciting information, promoting a patient-centred interview, including the patient in the decision-making process, managing communication breakdown, interpreting body language as well as understanding cultural background and its possible impact on the patient’s ability to communicate effectively, are all part and parcel of daily interaction in a medical context.
The presenter will attempt to allay some of the myths surrounding the teaching of medical professionals as well as demonstrate the need to employ an authentic, rather than innovative methodology.
Providing for the Real Needs of Overseas Medical Professionals
Delivered:
This presentation demonstrates how, by incorporating content, the all important communicative strand, and by closely replicating current methodologies in medical communications training in the US/UK, Good Practice (Cambridge University Press) provides overseas doctors with the essential tools for effective doctor-patient communication skills in English.
Most English language trainers would agree that the DVD is a compelling and potentially motivating medium. While experts from the field of medical communication remark on the benefits of using the tool in clinical skills training, notably that learners are able to profit from observing the modelling of key skills by practicing clinicians prior to putting them into practice themselves. The DVD enables trainers to show the breakdown of the five elements of communication - active listening, cultural awareness and voice management as well as verbal and non verbal language as well - as the communication process as a whole. While learners can experience examples of authentic spoken English that demonstrate both the visual aspects and auditory features of native speaker spoken communication to which they may not otherwise have access. The DVD also allows for an analysis and examination of non-verbal communication and voice management as well as an awareness raising of the cultural aspects of interaction.
Clips from the DVD component of Good Practice will be used to illustrate effective classroom and self study activities that will ensure learners walk away with the essential tools to empower them in their professional dealings in the English speaking world.
Delivered:
- 7th Conference of Communication, Medicine and Ethics, COMET
This presentation demonstrates how, by incorporating content, the all important communicative strand, and by closely replicating current methodologies in medical communications training in the US/UK, Good Practice (Cambridge University Press) provides overseas doctors with the essential tools for effective doctor-patient communication skills in English.
Most English language trainers would agree that the DVD is a compelling and potentially motivating medium. While experts from the field of medical communication remark on the benefits of using the tool in clinical skills training, notably that learners are able to profit from observing the modelling of key skills by practicing clinicians prior to putting them into practice themselves. The DVD enables trainers to show the breakdown of the five elements of communication - active listening, cultural awareness and voice management as well as verbal and non verbal language as well - as the communication process as a whole. While learners can experience examples of authentic spoken English that demonstrate both the visual aspects and auditory features of native speaker spoken communication to which they may not otherwise have access. The DVD also allows for an analysis and examination of non-verbal communication and voice management as well as an awareness raising of the cultural aspects of interaction.
Clips from the DVD component of Good Practice will be used to illustrate effective classroom and self study activities that will ensure learners walk away with the essential tools to empower them in their professional dealings in the English speaking world.