Introduction to the Pécs Model: Innovation in Teaching Medical History Taking
[EN] Among clinical skills, doctor-patient communication is considered a high priority in establishing the proper diagnosis. Therefore, our team at the Department of Languages for Specific Purposes at the University of Pécs, Medical School (UPMS) has designed an educational model to improve these fu...
| Autores: | , , , , |
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| Formato: | capítulo de livro |
| Fecha de publicación: | 2015 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/93227 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/93227 |
| Access Level: | acceso abierto |
| Palavra-chave: | Higher Education Learning Educational systems Teaching Communication skills Clinical skills Context.-based history taking Peer-tutoring Blended learning Medical training in international programs |
| Resumo: | [EN] Among clinical skills, doctor-patient communication is considered a high priority in establishing the proper diagnosis. Therefore, our team at the Department of Languages for Specific Purposes at the University of Pécs, Medical School (UPMS) has designed an educational model to improve these fundamental skills. Our primary objective is to share these innovative practices with others. Peer-tutoring history taking courses are offered to international students assisted byHungarian senior students, as well as digitally available educational materials. The latter is based on authentic doctor-patient conversations (video-recordings in Hungarian) while acquiring the patient’s history. Following video recording, EU standardized texts from A1 to B2 levels are implemented including task-based case studies and check-lists to ensure the use of authentic communication. The scene for pilot experimentation is a university course with blended-learning methods; the video-recorded conversations are used in class, followed by hospital-based practice to promote motivation and increase cultural awareness. Aligned with the current general orientation of modern linguistics, we believe context-based language courses may better prepare physiciansfor interviewing their patientsin the 21st century. |
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