COURSE DESCRIPTION:
The course lasts one term during the second year of the Bachelor´s study program of Physiotherapy (Physical Therapy). The course is a continuation of the first year study program in Physiotherapy and focuses on the practical usage of the specific language associated with physiotherapy-demonstrations of body movements and exercises. The course also seeks to improve the students' ability to read and comprehend professional texts.
Last update: Mgr. Eva Šilhánová (24.09.2020)
ANOTACE: Jednosemestrální kurz anglického jazyka v druhém ročníku bakalářského studijního programu Fyzioterapie. Kurz je pokračováním prvního ročníku bakalářského studijního programu Fyzioterapie. Předmět je zaměřen na praktické použití odborného jazyka - ukázky cvičení a čtení odborných textů.
Aim of the course -
Last update: Mgr. Eva Šilhánová (24.09.2020)
OBJECTIVE:To teach the students how to use the specific language while rehabilitating the patient. The student will be able to understand professional English texts without using a dictionary and to follow new methods in Physiotherapy.
Last update: Mgr. Eva Šilhánová (24.09.2020)
CÍL PŘEDMĚTU: Naučit studenty používat odborný jazyk při rehabilitaci pacienta. Student bude schopen porozumět odbornému anglickému textu bez použití slovníku a sledovat nové metody ve fyzioterapii.
Literature -
Last update: Mgr. Eva Šilhánová (24.09.2020)
TEACHING MATERIALS:
E.H.Glendenning,R. Howard: Professional English in Use- Medicine, Cambridge University Press, 2007 H. Gogelová: Angličtina pro fyzioterapeuty, Grada Publishing, Praha 2011 V. Topilová: Medical English- Angličtina pro zdravotníky, Tobiáš,Havlíčkův Brod,1993 E. Lahodová: Angličtina pro VOŠ a bakalářské obory s medicínským zaměřením, Eurolex, Praha, 2004 A. L. Mattes: Specific Stretching for Everyone, Sarasota, FL USA, 2000 J.Přívratská a kol., English in the Medical Profession, Karolinum, Praha 2001
Last update: Mgr. Eva Šilhánová (24.09.2020)
LITERATURA:
E.H.Glendenning,R. Howard: Professional English in Use- Medicine, Cambridge University Press, 2007 H. Gogelová: Angličtina pro fyzioterapeuty, Grada Publishing, Praha 2011 V. Topilová: Medical English- Angličtina pro zdravotníky, Tobiáš,Havlíčkův Brod,1993 E. Lahodová: Angličtina pro VOŠ a bakalářské obory s medicínským zaměřením, Eurolex, Praha, 2004 A. L. Mattes: Specific Stretching for Everyone, Sarasota, FL USA, 2000 J.Přívratská a kol., English in the Medical Profession, Karolinum, Praha 2001
Teaching methods -
Last update: Mgr. Eva Šilhánová (24.09.2020)
practice
Last update: Mgr. Eva Šilhánová (24.09.2020)
praktika
Requirements to the exam -
Last update: Mgr. Eva Šilhánová (24.09.2020)
Credit requirements:
Student gains the credit for scoring at least 70% in the credit test. The credit test will be a combination of listening comprehension, vocabulary for physical therapy and analysis of specific physiotherapy texts from the seminars.
Student has to prepare and show a Presentation on a specific topic (in PowerPoint, Oper Source) during the seminars at school.
The credit test and the oral exam are taken on assigned dates, and both can have 3 re-sittings.
Exam:
The exam consists of three parts:
1) English physiotheraphy terminology (30%)
2) Analysis of a specific text in English (40%)
3) A demonstration of a therapeutic exercise with an English commentary (30%).
The pass rate is at least 70% of all the parts.
Last update: Mgr. Eva Šilhánová (24.09.2020)
Podmínka zápočtu:
Student získá zápočet, pokud napíše zápočtový test na minimálně 70%.
Zápočtový test obsahuje poslech, slovní zásobu a materiál z odborných textů z fyzioterapie probraných v seminářích. Dalším požadavkem na zápočet je připravit si Prezentaci na odborné téma (Power Point, Open Source) a předvést ji v semináři.
Zápočtový test a zkoušku koná student v řádném termínu a má 3 opravné pokusy.
Zkouška:
Zkouška má 3 části
1) anglická terminologie (30%)
2) rozbor odborného textu (40%)
3) ukázka terapeutického cvičení s anglickým komentářem (30%).
Úspěšnost musí být alespoň 70%.
Syllabus -
Last update: Mgr. Eva Šilhánová (27.09.2014)
Course Syllabus
Units 1 -- 7 Described in detail below.
English for Physical Therapy
Unit 1: Organization of the human body
Unit goals/Estimated time
The goal of this unit is to acquaint the student with the difference in terminology between English based anatomy and physiology and Latin based. Students will learn common English names for bones, muscles, organs, joints and body regions, anatomical planes, and directional terms. Additionally students will practice using the above mentioned terminology in class with a partner or in groups, with an emphasis on pronunciation and use within complete sentences. As with all units, this unit will present selected topics for English grammar review. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture: presentation of vocabulary
PowerPoint: presentation on body planes and directional terms
Video: anatomical planes, directional terms
Audio
Demonstration: presentation of muscle groups, body regions
Student practice: students will work together to use English to review, demonstrate and describe basic anatomical features of the body.
KEYWORDS / VOCABULARY / PHRASES
Week 1
Joints
o Ankle
o Elbow
o Hip
o Knee
o Shoulder
o Wrist
Week 2
Common Name of Muscles/Muscle Groups
o Abs
o Calves
o Delts
o Glutes
o Groin
o Hamstrings
o Lats
o Pecs
o Quads
o Six pack
o Traps
Anatomical Landmarks and Regions
o Cephalic
o Orbital
o Otic
o Ocular
o Buccal
o Cervical
o Thoracic
o Mammary or mammillary
o Abdominal (abdomen)
o Umbilical (umbilicus)
o Mental
o Axillary (axilla)
o Brachial (brachium)
o Antecubital
o Antebrachial (antebrachium)
o Carpal
o Palmar
o Phalangeal (phalanges)
o Pollicis* (pollex)
o Patellar (patella)
o Crural
o Tarsal (tarsus)
o Hallucis* (hallux)
o Pedal
o Femoral
o Inguinal
o Pubic (pubis)
o Pelvic (pelvis)
o Acromial (acromion)
o Dorsal (dorsum)
o Olecranon (olecranon)
o Lumbar
o Gluteal (gluteus)
o Popliteal
o Sural
o Calcaneal (calcaneus)
o Plantar patellar (patella)
Week 3
Directional terms
o Anterior
o Ventral
o Posterior
o Dorsal
o Cranial
o Cephalic
o Superior
o Caudal
o Inferior
o Medial
o Lateral
o Proximal
o Distal
o Superficial
o Deep
Planes
o Transverse or horizontal
o Cross-sectional
o Longitudinal
o Sagittal
o Midsagittal
o Parasagittal
o Frontal or coronal
o Transverse or horizontal
Week 4
Bones
o The jaw bone-mandible
o Cheek bones-zygomatic bones
o Funny bone-olecranon process of ulna
o The neck bone-cervical spine
o The back bone-the vertebral column
o The collar bone-the clavicle
o The shoulder blades- the scapulars
o The chest bone- the sternum
o The ribs-costal
o The arm bone-upper-humerus
o Two arm bones-radius and ulnar bones
o The wrist bones-carpals
o The hand bones-metacarpals
o The tail bone-coccyx
o The hip bone-os coxae
o The leg (thigh) bone-femur
o The knee cap-patella
o The lower leg bones-tibia and fibula
o The ankle bone-talus + medial and lateral malleolus
o The heel bone-calcaneus
o The foot bones-tarsals
o The toe bones-metatarsals
Organs
o Abdominal aorta
o Adrenal glands
o Esophagus
o Gall bladder
o Heart
o Kidneys
o Liver
o Lungs
o Ovaries
o Pancreas
o Small and large intestines
o Spleen
o Stomach
o Thoracic aorta
o Trachea
o Urinary bladder
student learning objectives
Week 1
Class introduction, review of syllabus and introduction to class Moodle site.
Week 2
Working with a partner or on themselves, the student should be able to point to and demonstrate and describe in English the boundaries of the body regions covered in this unit and be able to give the English name body regions demonstrated by the instructor.
Working with a partner or on themselves, the student should be able to point to the various organs, bones, muscles and muscle groups covered in this unit and provide English names for organs, bones, muscles or muscles groups demonstrated by the instructor.
Week 3
Working with a partner or on themselves, the student should be able to demonstrate the location and give the English name for the anatomical planes covered in this unit and the English name of anatomical planes demonstrated by the instructor.
Working with a partner or on themselves the student should be able to point to a named joint and give English names for joints demonstrated by the instructor.
Week 4
Working with a partner, students should be able to use proper English to describe the directional terms covered in this unit and give full sentence examples relating various body structures using the correct directional term.
Improve skills in the use of articles.
Resources / materials
Class handouts: anatomical position for labeling regional terms
Moodle: Video for anatomical planes and directional terms
Speaking: Students will work in small groups to practice the learning objectives
Reading: English articles classroom assignment; http://en.wikipedia.org/wiki/Anatomical_terms_of_location
Writing
Linguistic competences: Present simple (statements of fact) Use of articles
Discursive competences: Explanations of directional terms
Sociocultural competences:
Pragmatic competences:
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Understanding, identification and use of directional terminology
· Identification and use of body regional terminology
· Understanding, identification and use of common anatomical terms
· Identification of anatomical planes
· Improved knowledge of how and when to use articles.
· Able to define unit vocabulary in English
· Able to locate, utilize and define in English directional terminology
· Able to locate and define regional anatomical terms in English
· Able to define, locate and describe common anatomical terms in English
· Able to name, locate and describe anatomical planes in English
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: Directional terminology / English articles
Application/Applying: Directional terminology
Analysis:
Evaluation:
Creating/Synthesis: Use of directional terminology in novel situations.
English for Physical Therapy
Unit 2: Body movements and giving directions
Unit goals/estimated time
The goals of this unit are to acquaint students with the English terms, phrases and expressions used to describe various body movements (both technical and non-technical) and to assist the student in becoming proficient in using these body movement related expressions to give meaningful and accurate instructions to patients as they might be used in a physical therapy environment. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Lecture: presentation of vocabulary, phrase and expressions
PowerPoint: room permitting, the lecture will be done in conjunction with PPT.
Video: Online presentation showing examples of movements
Audio
Demonstration: classroom demonstration of body movements
Student practice: Students will work together and use English to elicit responses and respond to other students while reviewing basic body movements
KEYWORDS / VOCABULARY
Week 5
Flexion - where there is a reduction in the angle between bones or parts of the body. This term applies only to movement along the sagittal or median plane. An example of arms flexing is lifting a dinner plate. When applied to the trunk of the body, this term means bowing forwards.
Extension - is the opposite of flexion, and there is an increase in the angle. This term applies only to movement along the sagittal or median plane. With the trunk of the body, this movement is bowing backwards.
Adduction - where there is a reduction in the angle between bones or parts of the body. This only applies to movement along the coronal plane.
Abduction - the exact opposite, with an increase in the angle. Also only applies to movement along the coronal plane. An example of this is where extending arms outwards as if to fly.
Rotation - is rotation of an entire limb laterally (away from the body) or medially (towards the midline of the body).
Pronation - this is the rotation of the hand so that the palm faces posteriorly. This is not medial rotation as this must be performed when the arm is half flexed. Prone means the hand is facing posteriorly.
Supination - the rotation of the hand so that the palm faces anteriorly. The hand is supine (facing anteriorly) in the anatomical position.
Protrusion (protraction) - is the anterior movement of an object. This term is often applied to the jaw.
Retrusion(retraction) - the opposite of protrusion.
Elevation - superior movement. This term is often applied to the shoulders (eg shrugging shoulders is elevation)
Depression - inferior movement, opposite of elevation.
Eversion - the movement of the sole of the foot away from the median plane.
Inversion - the movement of the sole towards the median plane. (same as when an ankle is twisted).
Working with a partner, students should be able to give instructions (in English, complete sentences whenever feasible) for all possible movements for the joints specified in the above table.
Working with a partner, students should verbally assist a person in doing several specific exercises. (Bridge exercise, Single leg bridge, Hip abduction, Shoulder external rotation, Shoulder internal rotation, Resisted shoulder extension, Resisted should abductions)
Speaking: Students working in pairs to give instructions regarding body movements.
Reading: English articles classroom assignment
Writing
Linguistic competences: Sequential instructions (next, then, first, second, third, etc.); English articles
Discursive competences: Giving complete instructions for a movement or a set of movements.
Sociocultural competences
Pragmatic competences: Improved abilities to work with patients in a rehabilitation environment.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Possible movement for specific joints
· Instructional vocabulary for body movements
· Improved knowledge of how and when to use articles
· Able to give instructions to produce desired movement of specified joints.
· Able to define and properly use unit vocabulary.
· Able to give English names for body joints and identify body joints if given the English name.
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Vocabulary, Joints and Joint movements
Comprehension/Understanding
Application/Applying: Give English instructions to produce desired movement
Analysis
Evaluation: Visually assess the successfulness of the instruction and compensate accordingly
Creating/Synthesis: Combine instructions to produce more complex movements.
English for Physical Therapy
Unit 3: Physical Therapy Plan of Action
Unit goals/estimated time
The goal of this unit is for students analyze a physical environment, discuss potential hazards and write a plan of action. Improved use of English articles. (2 class periods)
PREREQUISITES
English speaking skills at the B1 level and English writing skills at the B1 level.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture
PowerPoint
Video
Audio
Demonstration: students will work in small groups to analyze local environmental barriers to those with physical disabilities. Students will then work in the same groups and discuss solutions to resolve the issues and then write a multistep action plan.
Student practice: Students will work in small groups and use English to communicate analysis problems and find solutions.
KEYWORDS / VOCABULARY / PHRASES
Week 9
Blind
Brace
Cane
Cast
Crutch
Deaf
Elderly
Exertion
Have difficulty doing something
Heavily sprung doors
Impaired
Week 10
Limb, limbs
Limp (n), (v)
Palsy
Seizure
Shuffling gait
Spastic
Splint
Sprain (ankle sprain)
Tremor
Unsteady on their feet
Wheelchair
student learning objectives
Week 9
The student should be able to assess an environment and being able to note problems for a person with a physical disability.
The student should be able to discuss the problems (in English) with others with the objective of resolving the problem.
Week 10
After a discussion, the student should be able to write (in English) a simple plan of action which could be used to resolve the problem.
Students in each group should feel comfortable presenting their action plan to the class. (One member from each group will be asked to present the groups plans.)
Listening: Participation in group discussions and viewing the web-based videos listed in the reference section.
Speaking: Participation in group discussions.
Reading
Writing: Preparation of an action plan.
Linguistic competences: The use of "what if" to present alternative ideas during a group discussion. {Second conditional}. Use of English articles.
Discursive competences: Groups discussions to resolve specific problems facing students with disabilities.
Sociocultural competences
Pragmatic competences: Preparation of a specific set of objectives in the form of an action plan.
Competence Evaluation
Knowledge
Skills
· Unit specific vocabulary
· Unit non-specific vocabulary
· Recognition of potential access barriers for those with physical disabilities
· Improved knowledge of how and when to use English articles.
· Able to define unit specific vocabulary in English
· Able to define unit non-specific vocabulary in English
· Able to discuss abstract issues in English
· Able to use the "second conditional" in discussing "what if" situations
· Class presentation of an action plan in English
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: Evaluation of a specific environment and group discussion regarding potential barriers / English articles
Application/Applying: Group discussion involving "what if" scenarios
Analysis: Group discussion and preparation of action plan
Evaluation
Creating/Synthesis: Action plan
English for Physical Therapy
Unit 4: Range of Motion and Manual Muscle testing
Unit goals/estimated time
The goals of this unit are to acquaint students with the English vocabulary and skills to assess range of motion in patients and to carry out manual muscle testing. Additionally students will need to be able to explain, in English, to a patient what they are doing and to solicit, in English, patient feedback as part of the process. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Lecture: Review of relevant vocabulary.
PowerPoint
Video
Audio
Demonstration: Manual muscle testing and range of motion
Student practice: Much of class time will be devoted to practicing the English to complete range of motion assessments and muscle testing of fellow students.
KEYWORDS / VOCABULARY
Week 11
Mild
Moderate
Strong
Maximal
Minimal
Grading
Scale
Full
Partial
Gravity plane
Gravity eliminated plane
Stabilization
Stationary
Aspect
Parallel
Trunk
Hypomobility
Hypermobility
Goniometer
Week 12
ü Above
ü Across
ü Against
ü Alongside
ü Behind
ü Between
ü By
ü Down
ü Next
ü Off
ü On
ü Opposite
ü Over
ü Toward
ü Under
ü Until
ü Up
ü With
ü Without
student learning objectives
Week 13
Using English only, the student should be able to assess the range of motion of the:
o Knee
o Hip
o Shoulder
o Elbow
o Wrist
Week 14
Using English only, the student should be able to perform manual muscle testing for the following in both the gravity plane and the gravity eliminated plane.
o Knew extension
o Shoulder abduction
o Shoulder external rotation
o Forearm pronation
Students should be able to define or describe the unit vocabulary.
Students should be able to engage the patient as a way of improving cooperation and to getting important feedback. These should be done in English.
Listening: Students will need to listen and respond to instructions given by other students
Speaking: Student will need to give instructions in English
Reading: Web resources
Writing:
Linguistic competences: giving instructions (commands) present simple and future simple. Particular attention will be placed on learning and using the prepositions shown in BOLD print at the end of the unit vocabulary
Discursive competences: soliciting feedback from patients, explaining procedures to patients.
Sociocultural competences
Pragmatic competences: Assessment of clinical situations based on patient input and feedback
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· English phrases to solicit patient feedback
· English phrase to modify patient response based on observed movements
· English skills needed to complete range of motion testing
· English skills needed to complete manual muscle testing
· Able to complete range of motion testing on specified joints interacting with the patient in English
· Able to complete manual muscle testing for specified movements interacting with the patient in English
· Able to correctly use a variety of English prepositions as part of working in a clinical setting with patients.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: English vocabulary as it applies to previously learned technical skills
Application/Applying: Using English to perform the technical skills of the unit; use of prepositions
Analysis: Based on observed responses, students will get immediate feedback regarding the efficiency of their use of English for these skills
Evaluation: Students will be able to quantify their results and the success of their techniques
Creating/Synthesis: Student should be able to extend many of these English skills to joints not specifically covered in this unit.
English for Physical Therapy
Unit 5: New Patient Evaluation
Unit goals/estimated time
The goals of this unit are to provide students with the English language skills and practice necessary for asking questions during initial assessment of a new patient. This task will be facilitated by using a standardized questionnaire which students will use as a template for asking questions. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level. Students should review the resources on forming questions in English.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture: presentation of new vocabulary, review of question forms
Demonstration: room permitting computer based discussion of question forms in English.
Student practice: students will work in groups, using a standardized new patient evaluation form and practice asking questions and follow-up questions, in English, with the goal of fully completing the form.
Working with a partner, students should be able to systematically ask grammatically correct questions, in English, to get responses for all items on the questionnaire template.
Week 16
Students should be able to use grammatically correct English phrases or terms when complete sentences are overly repetitive.
Students should be able to effectively use, define, demonstrate and/or describe the unit vocabulary.
Week 17
Students should be able to correctly use the unit vocabulary as part of the questioning process.
Week 18
Students will work in groups to discuss, in English, the PT learning scenarios presented in PowerPoint
Students will present the results of their discussion to the class.
Resources / materials
Class handouts: Standardized new patient questionnaire
Moodle:
o Additional sample patient questionnaires
o Question form review exercises
Web:
o Physical Therapy at Dawn (listening activity) 23 Videos
Listening: Responding to questions from partner while completing questionnaire
Speaking: Asking questions of partner while completing questionnaire / group discussion regarding PT scenarios. Presentation, in English, of group results to the rest of the class.
Reading: Questionnaire template
Writing
Linguistic competences: Focus on asking and answering questions and question forms. {Present simple, past simple, present continuous, past continuous, present perfect, past perfect
Discursive competences: Group activity on discussing PT case scenarios - drawing conclusions and answering questions.
Sociocultural competences: Students will practice sociocultural sensitivity as they ask personal questions that are part of the new patient questionnaire template
Pragmatic competences: Student will work together to arrive at specific answers to PT case scenarios.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Understanding the various form of English questions
· Able to define unit vocabulary in English
· Able to use unit vocabulary to ask and answer questions regarding new patient assessment
· Able to do a new patient assessment in English.
· Able to discuss technical PT issues in English in a small group setting.
· Able to present group results, in English, to a larger audience
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Vocabulary, forms of English questions
Comprehension/Understanding: Able to demonstrate correct verb tense when questioning a patient.
Application/Applying: Use questions, in English, to gain personal and medical information from a new patient
Analysis
Evaluation: In theory the student should be able to discuss, evaluate and act on the information obtained from the patient to form a plan of action
Creating/Synthesis: Student will be able to capsulize and summarize results from group discussions for presentation to a larger audience.
English for Physical Therapy
Unit 6: Taking a Patient History
Unit goals/estimated time
This is a speaking intensive unit. The goals of this unit are to provide students with the English skills needed to talk to a patient and get a complete patient history. This activity mirrors a similar activity that is done Czech as part of the students’ curriculum. This unit builds on the unit in which students practiced English questions as part of completing a new patient questionnaire. The unit expands these skills to the complete Therapists / Patient history taking dialog. The extended goal of this unit is to prepare the student for preparing a Plan of Action based on information acquired during the interview process. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level. Students should be familiar with the "asking questions in English" skills presented in a previous unit. Basic knowledge of English terminology of anatomy (from 1st year and from previous unit). Additionally this unit will rely heavily on many of the basic English skills and vocabulary covered in the 1st year English course for PT students.
teaching / tasks / assignments
Lecture
o Discussion of patient centered and therapist centered interactions
PowerPoint
o Overview of main anamnesis objectives
o Case history and preposition practice
o Sample questions and question formats
Video: Classroom permitting, multiple videos demonstrating interview techniques. Videos will also be available for individual study on the class Moodle site.
Audio
Demonstration: presentation of interviewing methods with instructor as Therapists and volunteer student as patient.
Student practice: students will work in pairs to practice each part of the PT/Patient interview. After all sections have been individually practiced, students will then work in pairs to carry out a complete PT/Patient interview which covers all sections of the interview process.
KEYWORDS / VOCABULARY / PHRASES
Week 19
1. Admission (to)/ discharge (from) hospital
2. Aggravating factors
3. Angina
4. Antibiotics
5. Anti-histamine
6. Anti-inflammatories
7. Asthma
8. Balance
9. Bleed / bleeding
10. Blister
11. Blood
12. BMI
13. Bowel movements
14. Breath / breathe / breathing
15. Bruising
16. Bulging
17. CAD
18. Capsules
19. Casualty
20. Chief complaint
21. Climb
22. Constipation
23. COPD
24. Cough
25. Cream
Week 20
26. Cystitis
27. Diarrhea
28. Disinfectant
29. Dry / wet / productive cough
30. Dull / intense / stabbing / sharp / deep /throbbing /ache (descriptions of pain)
31. Duration
32. Edema (swelling, swollen)
33. Exertion
34. Fever
35. Fracture
36. Gait
37. Germs
38. Gradual
39. Grasp
40. Hesitancy
41. Hold
42. Homeopathic
43. Hygiene
44. Hypertrophy
45. Implants
46. Incision
47. Inflammation
48. Injury
49. Insidious
Week 21
50. Instrument
51. Itching
52. Jaundice
53. Joint sprain
54. Location
55. MI (heart attack)
56. Mobility
57. Mobility aids
58. Mode
59. Mood
60. MRSA
61. Muscle strain
62. Ointment
63. Onset
64. Pain relief
65. Painkiller
66. Pathogens
67. Pins
68. Plates
69. Pneumonia
70. Prescription
71. Previous
72. Procedure
73. Prosthesis
74. Radiate
75. Rash
Week 22
76. Reflex
77. Relieving factors
78. Screws
79. Sedative
80. Sensation
81. Severity
82. Short of breath
83. Side effects
84. Slow
85. Spread
86. Squeeze
87. Steroidal / non-steroidal anti-inflammatories
88. Stools
89. Stroke
90. Sudden
91. Surgeon
92. Surgery (relative to operation)
93. Sutures / (to suture) / suturing / stiches
94. Sweat
95. Symptoms
96. Tablets
97. Therapy
98. Tissue
99. Trauma
100. Treatment
101. Urgency
102. Urinate / urination
103. Wheeze
104. Wires
student learning objectives
Week 19, 20 and 21
OVERALL LEARNING OBJECTIVE: Students will work with various partners to gain a high degree of proficiency with the vocabulary and the English language skills needed to carry out a complete patient interview. This will be a gradual process spread out over many weeks. Each week the student will gain proficiency with a different element of the interview process; this will be done in the following order:
o The Opening / Introduction of the interview
o History of Present Illness (HPI)
§ Primary phase
§ Secondary phase
§ Tertiary phase
o Review of Systems (ROS)
o Past Medical History (PMH)
o Pharmacological History (PH)
o Family History (FH)
o Nutritional History (NH)
o Social History (NH)
Week 22
FORMAL SPEAKING ACTIVITY: Since presenting information from PT/P interviews to colleagues is a routine activity in clinical practice, students will be asked to summarize the relevant information obtained from PT/P interviews to the class.
Resources / materials
Class handouts: Guides to Taking a Patient History
Moodle: Class handouts and access to videos of sample interviews
Web: additional information of the interview process.
Listening: Lectures presentations, working with partners during PT/P dialogs
Speaking: Working with partners and practicing PT/P interviews and dialogs. In addition, students will be asked to present in summary form the information they have obtained during a patient interview to the class.
Reading: Wikipedia presentation on the role and comments and use of the patient interview.
Writing: Student will practice note-taking skills in English as they obtain information from interviews.
Linguistic competences: Asking questions using past perfect and past tenses. Asking traditional (W) questions, i.e. what, when, why, where & how. Giving advice (you should, I would, you could, etc.)
Discursive competences: Students should be thinking about the logical sequence of questioning for each patient. The interview process should not be robotic. Different situations require changes in the sequence of the interview and students should be able to display this flexibility.
Sociocultural competences: Student will be gaining skills in asking questions about sensitive and personal information. Students should also be thinking about how the interview would be changed to accommodate people from other cultures.
Pragmatic competences: Students should develop note taking skills and presentation skills.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary, medicines, abbreviations, illnesses and injuries. Students should be able to demonstrate this knowledge on a fill-in-the-gap style test.
· Choosing best question formats
· Understanding the difference between patient centered and PT centered interview
· Ability to ask questions to get specific information from a P
· Ability to take a complete patient history
· Ability to evaluate patient responses and adjust the interview process accordingly
· Ability to handle and deal with personal or embarrassing information
· Ability to give advice as part of the interview process
· Ability to create a comfortable, relaxed dialog with the P
· Ability to recognize unit specific medications, diseases and injuries
· Ability to take concise notes in English, based on the P interview
· Ability to summarize relevant information regarding a particular P and present the information clearly and effectively to the class.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit specific vocabulary, medicines, abbreviations, diseases, and injuries
Comprehension/Understanding: Responding to the P in a contextually appropriate way
Application/Applying: Note-taking
Analysis: Summarizing relevant information from the P interview
Evaluation
Creating/Synthesis: In the future the skills of this unit will lead to the student developing a patient plan of action.
English for Physical Therapy
Unit 7: S.O.A.P. Note - writing a SOAP note
Unit goals/estimated time
SOAP notes are an important part of how a therapist communicates patient progress and problems to other medical professionals. They are also a critical part of patient documentation. The goal of this unit is to acquaint the student with the basic elements of a SOAP note and provide an opportunity to practice writing SOAP notes in English. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level and write at the A2 level.
teaching / tasks / assignments
Lecture: Components of a SOAP note
PowerPoint: Presentation on how to write a SOAP note and a presentation showing examples of SOAP notes based on clinical examples
Listening: working with patients to get information for a SOAP note
Speaking: talking with patients to get information for a SOAP note
Reading: Reading sample SOAP notes and case histories.
Writing: Writing SOAP notes in English.
Linguistic competences: present continuous, present perfect continuous, future, future continuous
Discursive competences: Interacting with patients to complete a SOAP note.
Sociocultural competences: Being aware of cultural differences that could impact a SOAP note assessment.
Pragmatic competences: preparation of an expert SOAP note that can be used by other members of the health profession to decisions regarding the patient.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Knowing the components of a SOAP note.
· Able to interact with a patient to get the information needed for a SOAP note.
· Able to write a complete SOAP note, using the appropriate vocabulary, in English.
· Able to present a SOAP note to a small group.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary, elements of a SOAP note.
Comprehension/Understanding: Assessment of a patient
Application/Applying: using the patient assessment/examination to write a SOAP note
Analysis
Evaluation
Creating/Synthesis
Last update: Mgr. Eva Šilhánová (27.09.2014)
Course Syllabus
Units 1 -- 7 Described in detail below.
English for Physical Therapy
Unit 1: Organization of the human body
Unit goals/Estimated time
The goal of this unit is to acquaint the student with the difference in terminology between English based anatomy and physiology and Latin based. Students will learn common English names for bones, muscles, organs, joints and body regions, anatomical planes, and directional terms. Additionally students will practice using the above mentioned terminology in class with a partner or in groups, with an emphasis on pronunciation and use within complete sentences. As with all units, this unit will present selected topics for English grammar review. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture: presentation of vocabulary
PowerPoint: presentation on body planes and directional terms
Video: anatomical planes, directional terms
Audio
Demonstration: presentation of muscle groups, body regions
Student practice: students will work together to use English to review, demonstrate and describe basic anatomical features of the body.
KEYWORDS / VOCABULARY / PHRASES
Week 1
Joints
o Ankle
o Elbow
o Hip
o Knee
o Shoulder
o Wrist
Week 2
Common Name of Muscles/Muscle Groups
o Abs
o Calves
o Delts
o Glutes
o Groin
o Hamstrings
o Lats
o Pecs
o Quads
o Six pack
o Traps
Anatomical Landmarks and Regions
o Cephalic
o Orbital
o Otic
o Ocular
o Buccal
o Cervical
o Thoracic
o Mammary or mammillary
o Abdominal (abdomen)
o Umbilical (umbilicus)
o Mental
o Axillary (axilla)
o Brachial (brachium)
o Antecubital
o Antebrachial (antebrachium)
o Carpal
o Palmar
o Phalangeal (phalanges)
o Pollicis* (pollex)
o Patellar (patella)
o Crural
o Tarsal (tarsus)
o Hallucis* (hallux)
o Pedal
o Femoral
o Inguinal
o Pubic (pubis)
o Pelvic (pelvis)
o Acromial (acromion)
o Dorsal (dorsum)
o Olecranon (olecranon)
o Lumbar
o Gluteal (gluteus)
o Popliteal
o Sural
o Calcaneal (calcaneus)
o Plantar patellar (patella)
Week 3
Directional terms
o Anterior
o Ventral
o Posterior
o Dorsal
o Cranial
o Cephalic
o Superior
o Caudal
o Inferior
o Medial
o Lateral
o Proximal
o Distal
o Superficial
o Deep
Planes
o Transverse or horizontal
o Cross-sectional
o Longitudinal
o Sagittal
o Midsagittal
o Parasagittal
o Frontal or coronal
o Transverse or horizontal
Week 4
Bones
o The jaw bone-mandible
o Cheek bones-zygomatic bones
o Funny bone-olecranon process of ulna
o The neck bone-cervical spine
o The back bone-the vertebral column
o The collar bone-the clavicle
o The shoulder blades- the scapulars
o The chest bone- the sternum
o The ribs-costal
o The arm bone-upper-humerus
o Two arm bones-radius and ulnar bones
o The wrist bones-carpals
o The hand bones-metacarpals
o The tail bone-coccyx
o The hip bone-os coxae
o The leg (thigh) bone-femur
o The knee cap-patella
o The lower leg bones-tibia and fibula
o The ankle bone-talus + medial and lateral malleolus
o The heel bone-calcaneus
o The foot bones-tarsals
o The toe bones-metatarsals
Organs
o Abdominal aorta
o Adrenal glands
o Esophagus
o Gall bladder
o Heart
o Kidneys
o Liver
o Lungs
o Ovaries
o Pancreas
o Small and large intestines
o Spleen
o Stomach
o Thoracic aorta
o Trachea
o Urinary bladder
student learning objectives
Week 1
Class introduction, review of syllabus and introduction to class Moodle site.
Week 2
Working with a partner or on themselves, the student should be able to point to and demonstrate and describe in English the boundaries of the body regions covered in this unit and be able to give the English name body regions demonstrated by the instructor.
Working with a partner or on themselves, the student should be able to point to the various organs, bones, muscles and muscle groups covered in this unit and provide English names for organs, bones, muscles or muscles groups demonstrated by the instructor.
Week 3
Working with a partner or on themselves, the student should be able to demonstrate the location and give the English name for the anatomical planes covered in this unit and the English name of anatomical planes demonstrated by the instructor.
Working with a partner or on themselves the student should be able to point to a named joint and give English names for joints demonstrated by the instructor.
Week 4
Working with a partner, students should be able to use proper English to describe the directional terms covered in this unit and give full sentence examples relating various body structures using the correct directional term.
Improve skills in the use of articles.
Resources / materials
Class handouts: anatomical position for labeling regional terms
Moodle: Video for anatomical planes and directional terms
Speaking: Students will work in small groups to practice the learning objectives
Reading: English articles classroom assignment; http://en.wikipedia.org/wiki/Anatomical_terms_of_location
Writing
Linguistic competences: Present simple (statements of fact) Use of articles
Discursive competences: Explanations of directional terms
Sociocultural competences:
Pragmatic competences:
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Understanding, identification and use of directional terminology
· Identification and use of body regional terminology
· Understanding, identification and use of common anatomical terms
· Identification of anatomical planes
· Improved knowledge of how and when to use articles.
· Able to define unit vocabulary in English
· Able to locate, utilize and define in English directional terminology
· Able to locate and define regional anatomical terms in English
· Able to define, locate and describe common anatomical terms in English
· Able to name, locate and describe anatomical planes in English
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: Directional terminology / English articles
Application/Applying: Directional terminology
Analysis:
Evaluation:
Creating/Synthesis: Use of directional terminology in novel situations.
English for Physical Therapy
Unit 2: Body movements and giving directions
Unit goals/estimated time
The goals of this unit are to acquaint students with the English terms, phrases and expressions used to describe various body movements (both technical and non-technical) and to assist the student in becoming proficient in using these body movement related expressions to give meaningful and accurate instructions to patients as they might be used in a physical therapy environment. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Lecture: presentation of vocabulary, phrase and expressions
PowerPoint: room permitting, the lecture will be done in conjunction with PPT.
Video: Online presentation showing examples of movements
Audio
Demonstration: classroom demonstration of body movements
Student practice: Students will work together and use English to elicit responses and respond to other students while reviewing basic body movements
KEYWORDS / VOCABULARY
Week 5
Flexion - where there is a reduction in the angle between bones or parts of the body. This term applies only to movement along the sagittal or median plane. An example of arms flexing is lifting a dinner plate. When applied to the trunk of the body, this term means bowing forwards.
Extension - is the opposite of flexion, and there is an increase in the angle. This term applies only to movement along the sagittal or median plane. With the trunk of the body, this movement is bowing backwards.
Adduction - where there is a reduction in the angle between bones or parts of the body. This only applies to movement along the coronal plane.
Abduction - the exact opposite, with an increase in the angle. Also only applies to movement along the coronal plane. An example of this is where extending arms outwards as if to fly.
Rotation - is rotation of an entire limb laterally (away from the body) or medially (towards the midline of the body).
Pronation - this is the rotation of the hand so that the palm faces posteriorly. This is not medial rotation as this must be performed when the arm is half flexed. Prone means the hand is facing posteriorly.
Supination - the rotation of the hand so that the palm faces anteriorly. The hand is supine (facing anteriorly) in the anatomical position.
Protrusion (protraction) - is the anterior movement of an object. This term is often applied to the jaw.
Retrusion(retraction) - the opposite of protrusion.
Elevation - superior movement. This term is often applied to the shoulders (eg shrugging shoulders is elevation)
Depression - inferior movement, opposite of elevation.
Eversion - the movement of the sole of the foot away from the median plane.
Inversion - the movement of the sole towards the median plane. (same as when an ankle is twisted).
Working with a partner, students should be able to give instructions (in English, complete sentences whenever feasible) for all possible movements for the joints specified in the above table.
Working with a partner, students should verbally assist a person in doing several specific exercises. (Bridge exercise, Single leg bridge, Hip abduction, Shoulder external rotation, Shoulder internal rotation, Resisted shoulder extension, Resisted should abductions)
Speaking: Students working in pairs to give instructions regarding body movements.
Reading: English articles classroom assignment
Writing
Linguistic competences: Sequential instructions (next, then, first, second, third, etc.); English articles
Discursive competences: Giving complete instructions for a movement or a set of movements.
Sociocultural competences
Pragmatic competences: Improved abilities to work with patients in a rehabilitation environment.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Possible movement for specific joints
· Instructional vocabulary for body movements
· Improved knowledge of how and when to use articles
· Able to give instructions to produce desired movement of specified joints.
· Able to define and properly use unit vocabulary.
· Able to give English names for body joints and identify body joints if given the English name.
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Vocabulary, Joints and Joint movements
Comprehension/Understanding
Application/Applying: Give English instructions to produce desired movement
Analysis
Evaluation: Visually assess the successfulness of the instruction and compensate accordingly
Creating/Synthesis: Combine instructions to produce more complex movements.
English for Physical Therapy
Unit 3: Physical Therapy Plan of Action
Unit goals/estimated time
The goal of this unit is for students analyze a physical environment, discuss potential hazards and write a plan of action. Improved use of English articles. (2 class periods)
PREREQUISITES
English speaking skills at the B1 level and English writing skills at the B1 level.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture
PowerPoint
Video
Audio
Demonstration: students will work in small groups to analyze local environmental barriers to those with physical disabilities. Students will then work in the same groups and discuss solutions to resolve the issues and then write a multistep action plan.
Student practice: Students will work in small groups and use English to communicate analysis problems and find solutions.
KEYWORDS / VOCABULARY / PHRASES
Week 9
Blind
Brace
Cane
Cast
Crutch
Deaf
Elderly
Exertion
Have difficulty doing something
Heavily sprung doors
Impaired
Week 10
Limb, limbs
Limp (n), (v)
Palsy
Seizure
Shuffling gait
Spastic
Splint
Sprain (ankle sprain)
Tremor
Unsteady on their feet
Wheelchair
student learning objectives
Week 9
The student should be able to assess an environment and being able to note problems for a person with a physical disability.
The student should be able to discuss the problems (in English) with others with the objective of resolving the problem.
Week 10
After a discussion, the student should be able to write (in English) a simple plan of action which could be used to resolve the problem.
Students in each group should feel comfortable presenting their action plan to the class. (One member from each group will be asked to present the groups plans.)
Listening: Participation in group discussions and viewing the web-based videos listed in the reference section.
Speaking: Participation in group discussions.
Reading
Writing: Preparation of an action plan.
Linguistic competences: The use of "what if" to present alternative ideas during a group discussion. {Second conditional}. Use of English articles.
Discursive competences: Groups discussions to resolve specific problems facing students with disabilities.
Sociocultural competences
Pragmatic competences: Preparation of a specific set of objectives in the form of an action plan.
Competence Evaluation
Knowledge
Skills
· Unit specific vocabulary
· Unit non-specific vocabulary
· Recognition of potential access barriers for those with physical disabilities
· Improved knowledge of how and when to use English articles.
· Able to define unit specific vocabulary in English
· Able to define unit non-specific vocabulary in English
· Able to discuss abstract issues in English
· Able to use the "second conditional" in discussing "what if" situations
· Class presentation of an action plan in English
· Able to complete a classroom based assessment of article use.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: Evaluation of a specific environment and group discussion regarding potential barriers / English articles
Application/Applying: Group discussion involving "what if" scenarios
Analysis: Group discussion and preparation of action plan
Evaluation
Creating/Synthesis: Action plan
English for Physical Therapy
Unit 4: Range of Motion and Manual Muscle testing
Unit goals/estimated time
The goals of this unit are to acquaint students with the English vocabulary and skills to assess range of motion in patients and to carry out manual muscle testing. Additionally students will need to be able to explain, in English, to a patient what they are doing and to solicit, in English, patient feedback as part of the process. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level.
teaching / tasks / assignments
Lecture: Review of relevant vocabulary.
PowerPoint
Video
Audio
Demonstration: Manual muscle testing and range of motion
Student practice: Much of class time will be devoted to practicing the English to complete range of motion assessments and muscle testing of fellow students.
KEYWORDS / VOCABULARY
Week 11
Mild
Moderate
Strong
Maximal
Minimal
Grading
Scale
Full
Partial
Gravity plane
Gravity eliminated plane
Stabilization
Stationary
Aspect
Parallel
Trunk
Hypomobility
Hypermobility
Goniometer
Week 12
ü Above
ü Across
ü Against
ü Alongside
ü Behind
ü Between
ü By
ü Down
ü Next
ü Off
ü On
ü Opposite
ü Over
ü Toward
ü Under
ü Until
ü Up
ü With
ü Without
student learning objectives
Week 13
Using English only, the student should be able to assess the range of motion of the:
o Knee
o Hip
o Shoulder
o Elbow
o Wrist
Week 14
Using English only, the student should be able to perform manual muscle testing for the following in both the gravity plane and the gravity eliminated plane.
o Knew extension
o Shoulder abduction
o Shoulder external rotation
o Forearm pronation
Students should be able to define or describe the unit vocabulary.
Students should be able to engage the patient as a way of improving cooperation and to getting important feedback. These should be done in English.
Listening: Students will need to listen and respond to instructions given by other students
Speaking: Student will need to give instructions in English
Reading: Web resources
Writing:
Linguistic competences: giving instructions (commands) present simple and future simple. Particular attention will be placed on learning and using the prepositions shown in BOLD print at the end of the unit vocabulary
Discursive competences: soliciting feedback from patients, explaining procedures to patients.
Sociocultural competences
Pragmatic competences: Assessment of clinical situations based on patient input and feedback
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· English phrases to solicit patient feedback
· English phrase to modify patient response based on observed movements
· English skills needed to complete range of motion testing
· English skills needed to complete manual muscle testing
· Able to complete range of motion testing on specified joints interacting with the patient in English
· Able to complete manual muscle testing for specified movements interacting with the patient in English
· Able to correctly use a variety of English prepositions as part of working in a clinical setting with patients.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary
Comprehension/Understanding: English vocabulary as it applies to previously learned technical skills
Application/Applying: Using English to perform the technical skills of the unit; use of prepositions
Analysis: Based on observed responses, students will get immediate feedback regarding the efficiency of their use of English for these skills
Evaluation: Students will be able to quantify their results and the success of their techniques
Creating/Synthesis: Student should be able to extend many of these English skills to joints not specifically covered in this unit.
English for Physical Therapy
Unit 5: New Patient Evaluation
Unit goals/estimated time
The goals of this unit are to provide students with the English language skills and practice necessary for asking questions during initial assessment of a new patient. This task will be facilitated by using a standardized questionnaire which students will use as a template for asking questions. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level. Students should review the resources on forming questions in English.
teaching / tasks / assignments
Unused methods show a strike through.
Lecture: presentation of new vocabulary, review of question forms
Demonstration: room permitting computer based discussion of question forms in English.
Student practice: students will work in groups, using a standardized new patient evaluation form and practice asking questions and follow-up questions, in English, with the goal of fully completing the form.
Working with a partner, students should be able to systematically ask grammatically correct questions, in English, to get responses for all items on the questionnaire template.
Week 16
Students should be able to use grammatically correct English phrases or terms when complete sentences are overly repetitive.
Students should be able to effectively use, define, demonstrate and/or describe the unit vocabulary.
Week 17
Students should be able to correctly use the unit vocabulary as part of the questioning process.
Week 18
Students will work in groups to discuss, in English, the PT learning scenarios presented in PowerPoint
Students will present the results of their discussion to the class.
Resources / materials
Class handouts: Standardized new patient questionnaire
Moodle:
o Additional sample patient questionnaires
o Question form review exercises
Web:
o Physical Therapy at Dawn (listening activity) 23 Videos
Listening: Responding to questions from partner while completing questionnaire
Speaking: Asking questions of partner while completing questionnaire / group discussion regarding PT scenarios. Presentation, in English, of group results to the rest of the class.
Reading: Questionnaire template
Writing
Linguistic competences: Focus on asking and answering questions and question forms. {Present simple, past simple, present continuous, past continuous, present perfect, past perfect
Discursive competences: Group activity on discussing PT case scenarios - drawing conclusions and answering questions.
Sociocultural competences: Students will practice sociocultural sensitivity as they ask personal questions that are part of the new patient questionnaire template
Pragmatic competences: Student will work together to arrive at specific answers to PT case scenarios.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Understanding the various form of English questions
· Able to define unit vocabulary in English
· Able to use unit vocabulary to ask and answer questions regarding new patient assessment
· Able to do a new patient assessment in English.
· Able to discuss technical PT issues in English in a small group setting.
· Able to present group results, in English, to a larger audience
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Vocabulary, forms of English questions
Comprehension/Understanding: Able to demonstrate correct verb tense when questioning a patient.
Application/Applying: Use questions, in English, to gain personal and medical information from a new patient
Analysis
Evaluation: In theory the student should be able to discuss, evaluate and act on the information obtained from the patient to form a plan of action
Creating/Synthesis: Student will be able to capsulize and summarize results from group discussions for presentation to a larger audience.
English for Physical Therapy
Unit 6: Taking a Patient History
Unit goals/estimated time
This is a speaking intensive unit. The goals of this unit are to provide students with the English skills needed to talk to a patient and get a complete patient history. This activity mirrors a similar activity that is done Czech as part of the students’ curriculum. This unit builds on the unit in which students practiced English questions as part of completing a new patient questionnaire. The unit expands these skills to the complete Therapists / Patient history taking dialog. The extended goal of this unit is to prepare the student for preparing a Plan of Action based on information acquired during the interview process. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level. Students should be familiar with the "asking questions in English" skills presented in a previous unit. Basic knowledge of English terminology of anatomy (from 1st year and from previous unit). Additionally this unit will rely heavily on many of the basic English skills and vocabulary covered in the 1st year English course for PT students.
teaching / tasks / assignments
Lecture
o Discussion of patient centered and therapist centered interactions
PowerPoint
o Overview of main anamnesis objectives
o Case history and preposition practice
o Sample questions and question formats
Video: Classroom permitting, multiple videos demonstrating interview techniques. Videos will also be available for individual study on the class Moodle site.
Audio
Demonstration: presentation of interviewing methods with instructor as Therapists and volunteer student as patient.
Student practice: students will work in pairs to practice each part of the PT/Patient interview. After all sections have been individually practiced, students will then work in pairs to carry out a complete PT/Patient interview which covers all sections of the interview process.
KEYWORDS / VOCABULARY / PHRASES
Week 19
1. Admission (to)/ discharge (from) hospital
2. Aggravating factors
3. Angina
4. Antibiotics
5. Anti-histamine
6. Anti-inflammatories
7. Asthma
8. Balance
9. Bleed / bleeding
10. Blister
11. Blood
12. BMI
13. Bowel movements
14. Breath / breathe / breathing
15. Bruising
16. Bulging
17. CAD
18. Capsules
19. Casualty
20. Chief complaint
21. Climb
22. Constipation
23. COPD
24. Cough
25. Cream
Week 20
26. Cystitis
27. Diarrhea
28. Disinfectant
29. Dry / wet / productive cough
30. Dull / intense / stabbing / sharp / deep /throbbing /ache (descriptions of pain)
31. Duration
32. Edema (swelling, swollen)
33. Exertion
34. Fever
35. Fracture
36. Gait
37. Germs
38. Gradual
39. Grasp
40. Hesitancy
41. Hold
42. Homeopathic
43. Hygiene
44. Hypertrophy
45. Implants
46. Incision
47. Inflammation
48. Injury
49. Insidious
Week 21
50. Instrument
51. Itching
52. Jaundice
53. Joint sprain
54. Location
55. MI (heart attack)
56. Mobility
57. Mobility aids
58. Mode
59. Mood
60. MRSA
61. Muscle strain
62. Ointment
63. Onset
64. Pain relief
65. Painkiller
66. Pathogens
67. Pins
68. Plates
69. Pneumonia
70. Prescription
71. Previous
72. Procedure
73. Prosthesis
74. Radiate
75. Rash
Week 22
76. Reflex
77. Relieving factors
78. Screws
79. Sedative
80. Sensation
81. Severity
82. Short of breath
83. Side effects
84. Slow
85. Spread
86. Squeeze
87. Steroidal / non-steroidal anti-inflammatories
88. Stools
89. Stroke
90. Sudden
91. Surgeon
92. Surgery (relative to operation)
93. Sutures / (to suture) / suturing / stiches
94. Sweat
95. Symptoms
96. Tablets
97. Therapy
98. Tissue
99. Trauma
100. Treatment
101. Urgency
102. Urinate / urination
103. Wheeze
104. Wires
student learning objectives
Week 19, 20 and 21
OVERALL LEARNING OBJECTIVE: Students will work with various partners to gain a high degree of proficiency with the vocabulary and the English language skills needed to carry out a complete patient interview. This will be a gradual process spread out over many weeks. Each week the student will gain proficiency with a different element of the interview process; this will be done in the following order:
o The Opening / Introduction of the interview
o History of Present Illness (HPI)
§ Primary phase
§ Secondary phase
§ Tertiary phase
o Review of Systems (ROS)
o Past Medical History (PMH)
o Pharmacological History (PH)
o Family History (FH)
o Nutritional History (NH)
o Social History (NH)
Week 22
FORMAL SPEAKING ACTIVITY: Since presenting information from PT/P interviews to colleagues is a routine activity in clinical practice, students will be asked to summarize the relevant information obtained from PT/P interviews to the class.
Resources / materials
Class handouts: Guides to Taking a Patient History
Moodle: Class handouts and access to videos of sample interviews
Web: additional information of the interview process.
Listening: Lectures presentations, working with partners during PT/P dialogs
Speaking: Working with partners and practicing PT/P interviews and dialogs. In addition, students will be asked to present in summary form the information they have obtained during a patient interview to the class.
Reading: Wikipedia presentation on the role and comments and use of the patient interview.
Writing: Student will practice note-taking skills in English as they obtain information from interviews.
Linguistic competences: Asking questions using past perfect and past tenses. Asking traditional (W) questions, i.e. what, when, why, where & how. Giving advice (you should, I would, you could, etc.)
Discursive competences: Students should be thinking about the logical sequence of questioning for each patient. The interview process should not be robotic. Different situations require changes in the sequence of the interview and students should be able to display this flexibility.
Sociocultural competences: Student will be gaining skills in asking questions about sensitive and personal information. Students should also be thinking about how the interview would be changed to accommodate people from other cultures.
Pragmatic competences: Students should develop note taking skills and presentation skills.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary, medicines, abbreviations, illnesses and injuries. Students should be able to demonstrate this knowledge on a fill-in-the-gap style test.
· Choosing best question formats
· Understanding the difference between patient centered and PT centered interview
· Ability to ask questions to get specific information from a P
· Ability to take a complete patient history
· Ability to evaluate patient responses and adjust the interview process accordingly
· Ability to handle and deal with personal or embarrassing information
· Ability to give advice as part of the interview process
· Ability to create a comfortable, relaxed dialog with the P
· Ability to recognize unit specific medications, diseases and injuries
· Ability to take concise notes in English, based on the P interview
· Ability to summarize relevant information regarding a particular P and present the information clearly and effectively to the class.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit specific vocabulary, medicines, abbreviations, diseases, and injuries
Comprehension/Understanding: Responding to the P in a contextually appropriate way
Application/Applying: Note-taking
Analysis: Summarizing relevant information from the P interview
Evaluation
Creating/Synthesis: In the future the skills of this unit will lead to the student developing a patient plan of action.
English for Physical Therapy
Unit 7: S.O.A.P. Note - writing a SOAP note
Unit goals/estimated time
SOAP notes are an important part of how a therapist communicates patient progress and problems to other medical professionals. They are also a critical part of patient documentation. The goal of this unit is to acquaint the student with the basic elements of a SOAP note and provide an opportunity to practice writing SOAP notes in English. (4 class periods)
PREREQUISITES
The student should have an introductory knowledge of human anatomy and physiology and speak English at the A2 or B1 level and read at the B1 level and write at the A2 level.
teaching / tasks / assignments
Lecture: Components of a SOAP note
PowerPoint: Presentation on how to write a SOAP note and a presentation showing examples of SOAP notes based on clinical examples
Listening: working with patients to get information for a SOAP note
Speaking: talking with patients to get information for a SOAP note
Reading: Reading sample SOAP notes and case histories.
Writing: Writing SOAP notes in English.
Linguistic competences: present continuous, present perfect continuous, future, future continuous
Discursive competences: Interacting with patients to complete a SOAP note.
Sociocultural competences: Being aware of cultural differences that could impact a SOAP note assessment.
Pragmatic competences: preparation of an expert SOAP note that can be used by other members of the health profession to decisions regarding the patient.
Competence Evaluation
Knowledge
Skills
· Unit vocabulary
· Knowing the components of a SOAP note.
· Able to interact with a patient to get the information needed for a SOAP note.
· Able to write a complete SOAP note, using the appropriate vocabulary, in English.
· Able to present a SOAP note to a small group.
bloom’s taxonomy levels
After successfully completing this unit the student will have gained the following skills and abilities associated with Bloom’s Taxonomy.
Knowledge/Remembering: Unit vocabulary, elements of a SOAP note.
Comprehension/Understanding: Assessment of a patient
Application/Applying: using the patient assessment/examination to write a SOAP note
