11.1 Vocabulary


dilemma. If local clinical guidelines explicitly state ethical principles for making these decisions, doctors can be more confi dent their decisions are ethically sound. Moreover, the caregiver can clearly explain the ethical grounds for decisions, which helps the doctor to preserve the patient’s dignity.


Secondly, if the principle of justice is applied in clinical guidelines, doctors fi nd it easier to justify their choice of treatment to patients. National guidelines on recommended drugs are not always applied uniformly. One result is that patients may not get the most eff ective drug for their condition and so are likely to complain. If guidelines can acknowledge a wide variety of possible clinical situations and provide an ethical framework for decision-making, doctors can explain their reasoning to patients and are more likely to be able to act consistently.


Finally, by clarifying the underlying ethical principles, those called upon to apply them can see inconsistencies much more easily and decide how to act on them.


2. Set for pairwork. Students may need to use a dictionary or thesaurus to help them.


11.1_D


Depending on the group, you may want to do this as a matching activity using the cut-outs in the PDF.


Answers Words


requires setting refuse


grounds


respecting cure


sound


preserve choice applied


E


Synonyms necessitates environment decline reasons


honouring heal valid


maintain selection enforced


3. Set for pairwork. Encourage students to read the text carefully and to scan the text for the words doctor and patient. Tell them to read on, and highlight/ underline words or phrases where the word doctor or patient could be substituted.


Elicit and feed back visually as a class using the PDF to show where the synonyms occur.


Explain to students that all of these are linked to medical ethics and will help with the listening exercise in the next lesson. Tell them that it is important that they have an opportunity to discuss and to share their knowledge on these topics before this exercise.


Students are unlikely to be able to answer these questions without external sources of information. Depending on the setting, you may want to ask them to use the internet in small groups in class to do some research. Alternatively, you can set the task for homework and use this as a warmer at the beginning of the next lesson.


SUBJECT NOTE NICE Before students begin searching, explain that NICE is the National Institute for Clinical Excellence in the UK.


Remind students that we quote or paraphrase the work of others. Refer them to Skills Bank 9.3, which contains phrases students can use to introduce this type of information.


VOCABULARY BANK 11.2 Using words with similar meanings to refer back


Before students begin the next task, direct them to Vocabulary Bank 11.2 to illustrate how synonyms can be used in texts like this one.


Answers doctor: medical practitioner, physician, caregiver


patient: a person undergoing treatment, the sick person


4. Set for individual work and pairwork checking. Support and encourage, but do not provide direct guidance while students are working. Students should exchange their work with another student and make suggestions on how the text could be improved. Provide feedback on these suggestions, as appropriate.


Encourage students to share their texts with the class.


SKILLS BANK 9.3 Referring to other people’s ideas


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