Patient-centred care
Use sense groups to assist in putting message across Pronounce schwa \´\ in unstressed syllables in sentences
Research, practise and give a brief talk from notes about aspects of patient-centred care
Introduction Refer students to the subheading, and explain that by the end of the lesson they will have a better understanding of the core aspects of patient-centred care (personal relationships, communication and empathy). This lesson is from the perspective of the patient – the next lesson will be from the perspective of the healthcare professional.
A
Students discuss in pairs. Elicit answers. Explain, if necessary, that the phrase Can I have a second opinion? is used if the patient doesn’t trust the doctor, or the outcome of tests, or is generally unhappy with a medical process and doesn’t want to accept the outcome.
Answers
1. Can I have a second opinion? C 2. My doctor isn’t interested in me! A 3. There’s too much information. I don’t understand. B 4. What? More tests? D
B
Elicit the text type: a website article. Students read the text individually, then complete with the missing information.
Answers
At Livinia Medical Centre, we know how to really care for real people. Our doctors have a personal relationship with their patients. They are interested and want to help them. They are experts in communication and give clear information about medications, tests and treatments. They don’t use difficult words and they don’t mind explaining something again. Our doctors show empathy. They really care. Our patients love it! They are happier and healthier as a result. Livinia Medical Centre is different. Livinia – we are real people.
C
1. Students make a top three of the aspects and compare with each other. Try to gain class consensus, but especially try to get students to justify their choices.
2. Students make a shortlist of well-known hospitals or medical facilities (perhaps ones they have seen on TV, in a series). Elicit which aspect of patient-centred care is being paid attention to and let students explain why they think so.
D
Give students time to read through the notes. Check understanding of some of the abbreviations used, for example Ps = patients, v = very, serv. = services.
Do the first ‘mistake’ with the students by playing the
relevant sentence of the talk. Use the board to show how the mistake should be corrected. Then play the rest of the talk. Students compare answers in pairs. Elicit answers. You could replay the talk, but bear in mind students will hear the talk again in the next exercise.
Answers
Patient-centred care Ps don’t want v. bad serv. 1. Sometimes Ps don’t know about a condition, e.g., a brain disease look for docs. with good reputation
2. Sometimes hospitals v. similar, e.g., same depts. & clinics Ps look for extras, e.g., a lot of clear info. and docs. who have time for them
Transcript 067
OK. Hi. Hello! Thanks. I’m going to talk about patient- centered healthcare. Patients want cheap and good healthcare; they don’t want bad service. They want to know what is happening, and they want to understand. Now, there are two important things about patients and healthcare. Firstly, patients often don’t know everything about their situation. A brain condition, for example. Is it a dangerous disease? What is the diagnosis? What is the prognosis? They don’t always understand. So … patients often look for doctors with a good reputation. They think ‘Good doctors must give good care’. Secondly, hospitals and medical centres are often very similar. For example, they all have the same departments and clinics. So … patients look for hospitals with extras. For example, they want doctors to give them clear information, the time they need and real care. OK. Any questions so far?
Speaking skill: Speaking in sense groups
Go through the information in the box. Elicit the kinds of words before each pause mark: I’m going to talk about / = verb patient-centred care / = noun Play the recording for choral and individual
repetition, checking that students use suitable intonation patterns.
Transcript 068
Firstly, / patients often don’t know everything / about their situation. //
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