English for Medical Purposes

Abstract

Selected papers will be published in an Edited Book with an ISBN number (LESMS Lab and the PRFU Projects).

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

“…Similarly, studies on Languages for Health Care courses have primarily focused on the teaching and learning of ESL. Of particular interest are Bosher's () comprehensive review of research on English for Nursing and Ferguson's () comprehensive review of research on English for Medical Purposes. However, a few recent studies and accounts have focused on Languages for Health Care courses targeting languages other than English.…”

Using authentic doctor–patient consultations in improving communication skills

“…Researchers in the field of language for specific purposes (LSP) and language for medical purposes (LMP) have advocated the use of authentic spoken discourse to advance learners' interpersonal communication at workplaces, such as discussions with colleagues, with clients, and with patients (Allwright & Allwright, 1977; Bowles, 2012; Ferguson, 2013; Hyland, 2002; Koester, 2010). In LMP, Basturkmen (2010) and Vekemans (2016) pointed out that commercially developed materials rarely use authentic spoken discourse.…”

“…The studies mentioned above mainly focused on the curriculum development and implementation of the authentic medical conversations. Many LSP researchers (e.g., Fryer, 2012; Johns & Dudley‐Evans, 1991; Master, 2005; Uber grosse & Voght, 2012) have also pointed out the scarcity of studies on the instructional effectiveness of the use of authentic data, and Ferguson (2013) called for the need of “accounts, analyses or evaluations of EMP practices” (p. 528).…”

“…On the other hand, another study conducted by Wette and Hawken (2016) adopted audiovisual recordings of authentic medical interactions to raise students' awareness of and practice for language use. The EMP course was developed based on findings from communication studies, including language use in medical consultations (e.g., Ferguson, 2013; Schmitt et al, 2004; Skelton et al, 2002; Wray, 2008) and clinical training methods in medical education (c.f., Silverman et al, 2013). The EMP course was designed for undergraduate medical students in New Zealand.…”

“…Although there is a copious volume of CA studies in doctor–patient conversation for in‐service medical and healthcare practitioners, it is necessary to conduct more research on LMP courses applying CA findings (Ferguson, 2013). The present instructional unit was motivated by the previous interview with our students and CA findings.…”