Developing rapport in inter-professional communication: Insights for international medical graduates

Yates, Lynda; Dahm, Maria R.; Roger, Peter; Cartmill, John

doi:10.1016/j.esp.2016.01.006

Cited by 14 publications

(12 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Smaller scale linguistic analysis studies should be evaluated on their value and contribution in relation to the depth of detail to which linguistic features are explored, whether the study is grounded in previous findings and underpinning theory, and whether the social functioning of the linguistic practice is explored in its particular context 20 . Examples of studies that have made a significant contribution using a small data set include Ryan, 23 Yates et al 35 and Roberts et al 21 …”

Section: Methodsmentioning

confidence: 99%

A framework for scaffolding academic reflective writing in dentistry

Bowman

2020

Eur J Dental Education

View full text Add to dashboard Cite

Introduction Being able to demonstrate reflection on clinical practice is a key competency required of undergraduate dental students and registrants alike. Academic reflective writing (ARW) is an increasingly widely used genre of writing which evidences reflective practice. ARW is complex, as students need to achieve balance from a challenging mix of personal, academic and evaluative writing. The aim of this study is to analyse four student ARW tasks from a UK Dental School in order to make recommendations regarding the systematic development of student ARW through the dental curriculum. Methods In this study, a detailed linguistic analysis of high‐scoring examples of two first year and two fourth year ARW tasks was undertaken, complemented by comments from interviews with markers of the tasks. Results The linguistic analysis of high‐scoring student ARW revealed five consistent reflective aspects common to all tasks, viz description, feelings, analysis, evaluation and conclusion and action planning. Entry‐level and final‐year ARW showed a different balance between reflective aspects. Markers’ expectations in the lower years were found to equate to high‐quality technical reflection, whereas markers in the higher years expected students to have shifted their perspectives to achieve critical reflection. Conclusion Whilst this study is limited in its generalisability due to its small‐scale exploratory nature, it is hoped that the five reflective aspects, and the categories of reflection put forward here will be useful in stimulating discussion about how to scaffold the development of student ARW (and associated reflective thinking) longitudinally through the dental curriculum.

show abstract

Section: Methodsmentioning

confidence: 99%

A framework for scaffolding academic reflective writing in dentistry

Bowman

2020

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…IMGs may not have this richness at their disposal. Successfully creating rapport is hard across cultures (see Yates, Dahm, Roger, & Cartmill, 2016: 107 -they argue, uncontentiously, that "rapport -or its absencehas very real clinical consequences").…”

Section: Cross-cultural Studiesmentioning

confidence: 99%

Communication for Medicine: State-of-the-Art

Skelton¹,

Richards²

2021

ESP Today

View full text Add to dashboard Cite

This study looks at "clinical communication" (CC), which is usually researched and taught with the fluent English speaker in mind, and also at English for Medical Purposes (EMP), where the presumption is that learners are less than fluent speakers. Our hope is to acquaint teachers and researchers of both CC and EMP of the value of understanding each others' work. The paper discusses the quality of evidence that CC teaching is effective. It looks at the move away from a skills-based approach (CC as a set of behaviours), towards a more integrated concept, most recently visualising it as part of professional development. The role of the Evidence-based Medicine (EBM) movement is considered, as is the risk in published research of language use which is misleading to the point of fraud. CC across cultures is also addressed. Within EMP, the study considers the impact of research into the RA, and the increasing use of software to e.g. construct wordlists relevant to Medicine, and for use in class. It also looks at available teaching materials, often of poor value, though with significant exceptions. Finally, the dominance at present of the Anglophone world is discussed briefly.

show abstract

“…Hoekje (2007) described in-service English courses for international medical graduates in the United States, although the needs analyses that guided these courses were not described. The need for medical graduates to receive cross-cultural communication skills training has been noted in Australia by Yates et al (2016), and in Ireland by Maddock and Kelly (2017). However, we are unaware of any published accounts of in-service English programs that have used needs analyses of working MDs and a triangulation of methods and sources (Serafini et al, 2015).…”

Section: In-service English Programsmentioning

confidence: 99%

An English Needs Analysis of Medical Doctors in Western Japan

Willey

Tanimoto

McCrohan

et al. 2020

View full text Add to dashboard Cite

Despite the importance of English to medical doctors (MDs), few studies have examined the English needs of MDs in EFL contexts. This paper describes an English needs analysis of MDs in western Japan, which aimed to identify how these MDs use English, which English skills were most important to their work, and what their views were on English education. Findings from a questionnaire survey of MDs at one university hospital and five nonuniversity hospitals showed that these MDs primarily used English to gather information, although they were dissatisfied with their university English education for failing to improve their speaking skills. Interviews revealed that English use in unscripted situations causes stress for these MDs, and that most of their English-speaking patients are not native English speakers. These findings suggest that Japanese MDs need general speaking skills more than discipline-specific expressions and vocabulary and signal the importance of communicative language teachers in English for specific purposes (ESP) education. 医師にとって英語は大変重要であるが、外国語としての英語に関する医師のニーズについて検討した研究は少ない。本研究は、西日本の大学病院あるいは一般病院で勤務する医師を対象に、質問紙およびインタビューにより英語ニーズとして英語使用状況、職務上重要な英語スキル、学生時代に受けた英語教育に対する意見を調査した。質問紙調査から、医師は、主に情報収集のために英語を使用しており、学生時代の英語教育ではスピーキングスキルを伸ばせないと不満を持っていることが示された。インタビューから、即興での英語使用はストレスであること、例え英語を話す患者であってもその多くがネイティブでないことが明らかとなった。以上のことから日本の医師には、領域特有の表現や専門用語より、一般的スピーキングスキルが必要であり、特定の目的のための英語（English for specific purposes、ESP）教育に関するコミュニカティブ・ランゲージ教育者の必要性が示唆された。 Keywords: English for medical purposes; interview; needs analysis; questionnaire

show abstract

Developing rapport in inter-professional communication: Insights for international medical graduates

Cited by 14 publications

References 36 publications

A framework for scaffolding academic reflective writing in dentistry

A framework for scaffolding academic reflective writing in dentistry

Communication for Medicine: State-of-the-Art

An English Needs Analysis of Medical Doctors in Western Japan

Contact Info

Product

Resources

About