7.2 Listening
B
Tell students they are going to hear the introduction to the lecture – but not the rest of the lecture yet. Give students time to read questions 1 and 2. Remind them they will only hear the recording once.
37 SKILLS BANK
Play Part 1. 1. Give students time to compare their answers.
Feed back verbally, and confi rm the correct answers. Elicit that the care cycle is mentioned on the slide but not explicitly mentioned in the introduction. Students could correctly argue that since the topic is mentioned on the slide and is implicit in the introduction, it will probably be discussed. But the answer here is not clear-cut.
Answers Topic
emergency care palliative care patient journey
Will the lecturer talk about it?
yes no
yes
care provision problems yes primary care the care cycle
no yes/possibly
2. Elicit ideas from the class. Accept any reasonable answers, and feed back verbally.
Answer
Acute care is another term for emergency care – care given when treatment is needed immediately. 37
Part 1
Good morning, everyone. What I’m going to talk about today is the medical treatment and care provided through our hospitals – bearing in mind that hospital care comes in various different forms. The area of care that we are specifically going to focus on today is emergency care, which is also known as acute care. What I mean is, the treatment of a disease or symptoms that require immediate attention – the care generally received by patients in an accident and emergency department. We’ll also look at a typical patient journey. I’ll go into more detail on this later. As for other aspects of patient care – primary care, for example – we’ll look at those later on, I mean, another time. So, er … in later lectures, we’ll also go on to consider
how care is provided in different circumstances, such as primary or palliative care. Today, we will simply deal with the provision of acute or emergency care and the problems facing acute care hospitals today.
1.3 Choosing a note-taking format You could refer them back to Skills Bank 1.3 at this point.
RESOURCES p. 128 5.3 Symbols and abbreviations for notes
You could also refer students to the list of symbols and abbreviations for note-taking at the back of the Course Book.
Set for individual work with pairwork checking. 38
Play Part 2. Allow students to compare their answers. Elicit the answers from the class, and feed back verbally.
Answers 1. Just over 50% enter hospital for emergency treatment.
2. Doctors working in acute care need to have knowledge of a variety of procedural skills and specialities, e.g., cardiology; plastic surgery; ear, nose and throat (ENT); gynaecology; orthopaedics.
38 Part 2
As you may already know, just over half of those entering a UK hospital on any given day are admitted in emergency circumstances, as opposed to by appointment (in other words, treatment that has been planned in advance). The emergency department encompasses all fields of medicine and surgery, and is responsible for patient admission, initial diagnosis and treatment. Medical practitioners working in emergency medicine possess a broad field of knowledge and procedural skills, including trauma resuscitation and surgical procedures, as well as advanced cardiac life support, et cetera. In other words, the average emergency doctor requires the skills of several different specialists at once – for example: plastic surgery to stitch complex lacerations; orthopaedics for setting fractures; and ear, nose and throat to stop a nosebleed. Not to mention gynaecology and cardiology. Indeed, he or she is required to deal with patients of all age groups and with the full spectrum of physical and behavioural disorders.
141
C
Before playing Part 2 of the recording, give students time to read the questions. Elicit the advantages and disadvantages of diff erent types of note-taking format for this lecture. Accept any reasonable suggestions, referring students to their notes from Unit 1 if they fi nd this diffi cult.
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