8 CLINICAL SETTING: PRIMARY CARE Exercise A


Set for pairwork or group discussion. Feed back with the whole class. The purpose of this exercise is to give students a chance to discuss the link between primary care and acute care and also to consider its role in disease prevention. Remind students of the difference between primary care and acute care, with reference to the previous unit.


Answers Possible answers:


1 All the conditions, with the possible exception of diabetes and migraine, are likely to need a referral to acute care in order to make a definitive diagnosis.


2 This topic will be covered more fully later in the text. Prevention is particularly relevant to heart disease and diabetes. It also has a role to play in the early detection of cancer.


3 All the conditions are likely to be suitable for some follow-up in primary care, in varying degrees.


Exercise B


1 Refer students to the lecture slide. Discuss this question with the whole class. Build up the table in the Answers section on the board.


2 Set for pairwork. Feed back with the whole class. Ask the class to say which are the key words in each title which tell you what type of writing it is.


3 Set for pairwork. Feed back using the second table in the Answers section, discussing with the whole class what topics will need to be included in each essay. Add the notes in the third column.


Type of writing Descriptive writing Question


D What aspects of prevention need to be considered by GPs? Describe what is involved in each.


Analytical writing Comparison


C Explain why targeting three key behaviours is so important for the developed world.


A What are the advantages and disadvantages of screening for disease in primary care?


Argument writing


B ‘Disease prevention is far better than providing cures.’ To what extent do you agree with this statement?


Analytical writing


Comparison


Argument writing


Answers Possible answers: 1


What the writer should do


Descriptive writing


describe or summarize key ideas/key


events/key points. Give the plain facts. Could involve writing about: a narrative description (a history of something); a process (how something happens); key ideas in a theory; main points of an article (answers the question What is/are …?)


try to analyze ( = go behind the plain facts)


or explain something or give reasons for a situation; may also question accepted ideas and assumptions (answers the question Why/how …?)


compare two or more aspects/ideas/things/ people, etc.; usually also evaluate, i.e., say which is better/bigger, etc.


give an opinion and support the opinion


with evidence/reasons, etc.; may also give opposing opinions (counter arguments) and show how they are wrong


2/3 Key words are underlined: (see table below.)


Exercise C


1 Set for individual work. Feed back with the whole class. Accept all reasonable answers.


2 If necessary, remind students of the purpose of research questions and do one or two examples as a class. Set for individual work and pairwork checking. Feed back, getting good research questions for each essay topic on the board.


Topics • prevention: what is it? Why important?


• description of different aspects of prevention


• description of details of each aspect • what are the three key behaviours?


• how can they be tackled? • what is the effect of tackling them?


• screening: what is it?


• examples of screening programmes • advantages of screening • disadvantages of screening


• disease prevention – what is it? • benefits of disease prevention


• disease which is not easily prevented


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