- •Kursk state medical university
- •V.I. Narolina, I.F. Shamara
- •Communication in doctor’s profession Kursk – 2008
- •Государственное образовательное учреждение
- •Содержание contents
- •Предисловие
- •Методика работы с учебным пособием
- •Рекомендации студенту
- •Unit I. Discussing the medical profession
- •Раздел I. Беседуем о профессии врача методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Terms and Speech Patterns
- •Speech Patterns:
- •My Future Profession
- •Not only by the Drugs
- •Becoming a Doctor Pre-reading
- •What Happens at a Medical School
- •Task 2. Summary Writing
- •Task 3.
- •Task 4.
- •The pediatrician
- •Case history
- •The physician
- •Case history
- •The surgeon
- •Case history
- •The general practitioner
- •Case history
- •The doctor in the Third World
- •Case history
- •The intensive care doctor
- •Case history
- •The terminal care doctor
- •Case history
- •The doctor and the law
- •Alternative medicine
- •Case history
- •Unit II. Communication of a doctor with a patient
- •Раздел II. Общение врача с больным методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Terms and Speech Patterns
- •Adjectives:
- •General symptoms:
- •Doctor-Patient Interaction Asking the Patient about the Present Illness
- •Physical Examination of a Patient (Giving commands)
- •Additional / Further Examination & Treatment Laboratory and Instrumental Studies
- •Consulting Specialists
- •Suggesting Hospitalization
- •Case History (Main Points)
- •Illness: described as to the time of onset, mode of onset, duration,
- •2. Nose, throat: running nose/caryzo/nasal cold ;sore
- •Enquiring into the Case History (Speech Models)
- •Pain characteristics
- •Intensity
- •E. Personal History:
- •Texts and dialogues At the Doctor’s Consulting Room
- •At the Polyclinics
- •Summoning a Doctor
- •Talk between a Mother (m), her Son (s) and the Doctor (d)
- •Examination of the Patient
- •Taking a Case History
- •Asking about the Present Complaints
- •Аsking about Pain Characteristics
- •At the Cardiologist’s
- •Asking about the Personal History & the Present Illness
- •System Review
- •Details of the Present Condition
- •Disorders Accompanying the Main Disease
- •Examining the Patient (Giving Commands)
- •Consilium on Investigations
- •Diagnosis and Treatment (Explaining to the patient)
- •Giving Advice
- •Unit III. Discussing the work of a hospital
- •Раздел III. Обсуждаем работу больницы методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Terms and Speech Patterns Polyclinics/Out-patient Department
- •Speech Models:
- •Medical Personnel
- •Paramedical Personnel
- •Junior Medical Personnel
- •Hospital
- •Verbs and Verb Combinations
- •Speech Models
- •Texts and Dialogues District Polyclinic
- •Interviewing the Doctor-in- Chief about the Work of the Polyclinic
- •At the Registry
- •District Doctor’s Work
- •District Doctor’s Working Day
- •Combined City Hospital
- •Interviewing the Doctor-in-Chief about the work of the Hospital
- •Work of an In-Patient Department
- •Visiting an In-Patient
- •Unit IV. Discussing the work of a chemist’s shop
- •Раздел IV. Беседуем о работе аптеки методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Terms and Speech Patterns
- •Drug Classes
- •Verbs and Verb Combinations:
- •Speech Patterns
- •Texts and Dialogues At the Chemist’s
- •Medicines and Medical Commodities
- •Voltaren
- •Indications
- •At the Ready-Made Medicine Department
- •At the Prescription Department
- •At a Hospital Chemist’s
- •At the University Chemist’s
- •Unit V. Discussing national health services in russia, usa, uk
- •Раздел V. Обсуждаем организацию систем здравоохранения в россии, сша, великобритании методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Public health institutions list
- •Management in preventive medicine (medico-sanitary) work
- •Texts and Dialogues Medical Service in Russia
- •An Interview on Medical Service in Russia
- •The National Health Service in Great Britain
- •Practitioner Services
- •Family Doctor Service
- •Professional Training
- •National Health Services in the United Kingdom
- •Medical Service in the usa
- •Health Services in the usa Situation for intercultural communication: a Russian doctor comes to the usa for a tour and speaks to an American guide about the problems of health services in the usa
- •Unit VI. Discussing scientific aspects of medicine
- •Раздел VI. Участвуем в научном общении ученых-медиков методические рекомендации по работе с материалами раздела
- •Коммуникативные задания
- •Terms and Speech Patterns Scientific Knowledge
- •Adjectives:
- •Speech Models
- •Rendering a Scientific Paper
- •Discussing an Article Starting the Сonversation
- •Discussing the Contents
- •Making Things Clear
- •Impressions
- •Closing the Discussion
- •Opening the Discussion
- •Conducting the Conference
- •Closing the Conference
- •Presenter Giving his Paper (Report)
- •Some Words Linking Ideas
- •Interaction between the Participants and the Speaker after his Report Participants Addressing the Chairman and the Speaker
- •The Speaker’s Replies
- •Some Notes for Speakers
- •Fragments of Scientific Correspondence
- •Appendix I
- •Speech Models
- •Size, Shape, Colour, Texture Characteristics
- •Speech Models
- •The Human Body
- •Speech Models
- •Muscular-Skeletal System
- •Cardiovascular System
- •Аррendix II
- •Physiological Processes and Changes
- •Приложение II
- •Описание физиологических процессов и изменений
- •Speech Моdels
- •Appendix ііi General Symptoms and Adverse Reactions: Приложение ііi
- •Пожелание студенту
- •Список литературы
- •305041, Г. Курск, ул. К. Маркса, 3.
- •305041, Г. Курск, ул. К. Маркса, 3.
Task 2. Summary Writing
Use the points in Task 1 to write a short summary on the qualities that make a good doctor.
To be a good doctor it is essential to have ______ and the humility ________________. Maturity, ____________________ are also required, as is __________________. Moreover, a doctor really has to care ______________ and be able to _____________. Fundamentally he has to____________________________.
After you have finished your summary, compare it with the following model: To be a good doctor it is essential to have a good memory, willpower, great physical strength and the humility to recognise your own mistakes. Maturity, adaptability and common sense are also required, as is a strong interest in diseases. Moreover, a doctor really has to care about people with disease and be able to use his own emotions as part of the therapy. Fundamentally he has to have a love of life and living things.
Task 3.
In the text the writer mentions eight answers in reply to the question "why do you want to become a doctor?" Using these eight answers carry out a survey in your own class by selecting six of the answers which are the most relevant to you personally. Rank the most important response with six points and the least important with one point. Combine the individual data so that you have a picture of the whole class.
Task 4.
Read through the section headed "What happens at medical school" and then answer the following questions:
1. What were the two points the professor made to the writer?
2. Why should a medical student only learn the important facts of medicine?
3. What is the difference between an illness and a disease?
4. What factors can influence a disease?
5. Does the doctor work alone during his residency?
6. What is much of the work like during a residency?
7. How long does it take to become a surgeon?
8. How many doctors do postgraduate studies?
9. What are some of the dangers for doctors in developed countries?
10. What are the main advantages of a medical career?
The pediatrician
Children are always changing: they are growing, learning, gaining confidence and becoming members of society. If a child is ill, this growth and development is affected. A child’s illness is influenced by his genetic background, physical environment, personality, family and culture. Of course, this is also true of adult illness. But the influence of family and society on children’s illness is particularly strong.
Death of children is very rare in developed countries today. In Britain, in 1900, 150 babies in every 1,000 died before the age of one year. In 1960, in developed countries of the world, this rate (the infant mortality rate) was 30 per 1,000. Today in these countries it is less than 10 per 1,000. The mortality rate of children aged 1-15 is only 0.2 per 1,000. A boy born today in a developed country will probably live for seventy-five years, a girl for eighty. The main causes of death in children aged 0-15 years are difficulties during labor (33 percent), congenital defects (20 percent), infections (17 percent), accidents (15 percent), cancer (5percent) and other miscellaneous causes (10 percent).
Serious illness in children is now also rare in developed countries, whereas fifty years ago, many children were permanently handicapped from infectious diseases. Rheumatic fever caused severe heart disease in small children. Poliomyelitis caused paralysis of the arms, legs and even the chest. Tuberculosis made many children too weak to run and play. They sat in bed coughing until they died of bleeding into the lungs. Better hygiene and antibiotics have made these diseases rare in the developed world, although they are still major health problems in developing countries.