————— 4] WHAT IS MEDICINE? ‘This introductory unit explores what we understand by the term medicine. Students Iisten to an extract from a lecture which describes different branches of medical studies ouch as anatomy and pharmacology. They will learn that the discipline exists asa body of knowledge where specialists work together to address a particular problem that has been caused by human activity. They also listen to a series of mini- Tcctures which introduce different aspects of medical studies, from landmarks in the development of medicine to the functions of the endocrine system. The content of the tnini-lectures will be explored in more detail in subsequent units. Skills focus Vocabulary focus @ Listening, ‘© words from general English with a special meaning in medical studies preparing for a lecture i prefixes and suffixes predicting lecture content from the introduction ‘© understanding lecture organization ‘© choosing an appropriate form of notes making lecture notes Speaking ‘© speaking from notes Key vocabulary administer heal patient admissions health perform analysis history physician analyze identify physiology anatomy illness practitioner biochemistry interpret prescribe cell malfunction prevent diagnose ‘mechanism record disease microbiology theatre functioning pathology treat 104 WHAT IS MEDICINE? Lesson aims © identify words for the discipline in context, including words which contain affixes ¢ gain fluency in the target vocabulary Introduction ‘Write the phrase ‘medical science on the board. Ask students about the origin of the word medical. Elicit ‘medicine and from there get medical. Ask if students know any other related words, for example ‘medic ‘me'dicinal medi'cation ‘medicine Exercise A Set for individual work and pairwork checking. Point ‘out thar this isa text which introduces some important basic vocabulary related to medicine ~ although it may not seem like that at first glance. Do the first one as an example, for example, History is the story of man over time. In medicine it can mean the story of the patient's illness or symptoms. Ask students the relationship between the meaning in general English and in medical studies. (Both mean a story in the past.) Feed back, getting the medical meanings on the board through diagrams. Point out that there is a relationship with the general English meaning in each case. Tell students to use these structures where possible: © a(n) X is (a(n) ... to define a noun © 10 X is to ¥ to define a verb ‘Make sure students can say the words correctly. "Answers See table below. Students may not know cast — actors in a play (also on TV or in a film), valve - device attached to a tube that controls the air or liquid running through it, drip — liquid falling in individual drops. Exercise B Set for individual work and pairwork checking. Do the first sentence as an example. Make sure students understand that they should change the form if necessary, for example noun to verb, or past tense fo present tense. Feed back with the whole class. Ask students for any ‘other words they know which have a special meaning, in medicine. Answers Model answers: 1 It’s only fairly recently that ‘birthing partners’ have been allowed to be present in the delivery room. 2 Behind the iris isthe soft, elastic lens that widens or contracts under different lighting conditions. 3 The patient will need to take the prescription to the pharmacist in order to get his medication. 4 The heart is a muscular pump, dependant on a series of four valves that enable it to function. Take the patient’s history by asking him or her about their past and current medical problems. 6 You will be taken down to theatre for your 8 ‘The nurse will change the dressing on your wound now, but the cast on your leg won't come off for another week oF so. Examples of other possible words from general English in medicine: carrier (n) ~ patient who carries a disease but is not necessarily infected episode (n) ~ an attack [of asthma] loose (adi) ~ to describe a cough that produces sputum Productive (adj) ~ to describe a cough that produces sputum (opposite — non-productive) stream (n) the flow of urine waste (v) ~ the process of disintegration of muscle tissue Exercise C Set the first question for pairwork. See which pair can work out the answer first. Set the remainder for pairwork. Feed back, building up the table in the Answers section on page 13 on the board. Answers. Model answers: 1 They all have a base word + extra letters at the beginning/prefixes. 2 See table (on page 13). 3 Prefix. operation once you have been seen by the anaesthetist ” 4 See table. 7 The patient was admitted to the Emergency Unit 5 See table. following a near-fatal car accident and is currently ona drip. Word Meaning ‘Comments history | notes about the patients previous and present medical problem(s) ressing | protective covering for a wound to avoid infection Part of speech changed from verb to noun during the healing process valve Teature ofthe heart that enables itt function by opening | works ina similar way toa valve in plumbing and closing, allowing blood to passthrough “elivery | delivery room — room in hospital where babies are born/elivered patient | person who receives care from a doctor, nurse or other | part of speech changed (adjective to noun) healtheare professional ip liquid passed slowly into patient's blood through a tube | part of speech changed (verb to noun) theatre | room ina hospital where operations are performed admissions | department in hospital where patients register on arrival | part of speech has changed (verb to noun) ast ‘made of plaster of Paris to aid inthe healing of bbroken bones by keeping the body part stiff Tens Part ofthe eye located behind the pupil that focuses light | works ina similar way toa camera lens 21 WHAT IS MEDICINE? a [Prefix [Base Meaning, ‘Another Base word | Suffix | Effect/meaning ‘Another word| 4 word of prefix word of suffix ‘anti_| septic against ‘antiinflammatory | | analy wis [oun dialysis io | chemistry | related to cardiolog [ist _ | specialist in the 4 human life | biology. study of radiologist 2 weetion | lackof disability epidem [ic | adjective ‘genetic alance | not implant function [ing | noun conditioning continent | not insomnia haem fal [verb adjective | tasteful fir [regular | nor irreversible identi fy _| make into modify [imal [function | bad/ wrong | malformed improve | ment | verb= noun ‘weaiment i ‘micro | biology | very small | microscope Tucid ity [adjective noun | immunity 4 out [patient | exterior ‘outbreak mechan [ism | noun ‘organism i pre [mature | before pre-existing medic al__ [nouns adjective | chemical i ‘rans | mission | from one place palpitat [ion | verb = noun investigation ie famodtic a | esaepaee physic jan | related to person's Faltra [sound | excessive ultraviolet job title paediatrician [en [bom not / opposite | unconscious Physiol _[oay _| study of histology Ss practiton [er | related to person’ job title carer regal ‘ate _|tomake procreate resist ‘ance_| verb == noun acquaintance short ress [adjective => noun | weakness special ize [to causelto become | hospitalize Exercise D Repeat the procedure from Exercise C. ‘Answers “Model answers: 1 They all have a base word + extra letters at the endisuffixes. 2 See table (opposite). 3 Suffix. 4 See table. S See table. Exercise E Set for pairwork. Try to elicit more than just the words from this leson. Students should describe the pictures as fully as they can at this stage. Students may use the following words in their own discussion of each picture. 1 delivery room, delivering a baby 2 admissions, admit a patient 3 history of a patient, take the patient’s history 4 the operation is taking place in theatre, operating, theatre the leg is in a cast, a plaster cast being on a drip dressing for a wound lens (of an eye) the joint of a knee, knee joint the valve helps the heart to function effectively, aortic valve wayan 10 3Closure If you have not done so already, refer students to the Vocabulary bank at the end of Unit 1. Tell students to explain how this lesson can help them deal with new ‘words in context. If you wish, make three groups. Group A looks at the first section, Using related words. Group B looks at the second section, Removing prefixes. Group C looks atthe third section, Removing suffixes. Then make new groups of three with a student from each of the previous groups in each to explain to ‘each other. 14Introduction 1. Show students flashcards of some, or all, of the ‘words from Lesson 1.1. Tell them to say the words correctly and quickly as you flash them. Give one PEt word to each student. Say the words again. The ae student with the word must hold it up. Repeat the ‘Saini process, saying the words in context. 2 Refer students to the pictures. Briefly elicit ideas of what they depict. (They will look at the different branches of medicine in more detail in Exercise C.) Exercise A 1 Set for pair or group work, Feed back, but do not confirm or correct at this time. ee 2 Set for pairwork. Elicit some ideas, but do not ine eames confirm or correct. @ Exercise B Give students time to read the choices. Point out that they are only going to hear the introduction once, as in an authentic lecture situation. Play Part 1. Feed back. If students’ answers differ, discuss which is the best answer and why. Answers € It is about becoming healers. Lesson aims © prepare for a lecture © predict lecture content ‘© make notesTranscript (1 Part 1 Good morning and welcome to the Faculty of Medicine. As Dean of the Faculty, it gives me great pleasure to see so many of you here today preparing to undertake the Bachelor of Medicine and Surgery degree course. The successful completion of the course will lead to a career as a doctor, one of the most rewarding and demanding careers it is possible to have. Your training will range from exploring the structure of cells to learning about medical codes of conduct. So, what does it mean to study medicine? The word medicine comes to us from the Latin, mederi = to heal, which is ar the core of medicine. There are many branches of medicine, but all have something in common. They all seek to heal, from dermatology, which tries to heal the skin, to psychiatry, which tries to heal the mind. idual work. Tell the students to think the areas of study, using the pictures as Answers ‘Model answers: see bottom of page. Transcript 692 Part 2 So let’s talk about some of the core subjects you. will study in your first year. Bear in mind that these can be different subjects, depending on whether the university is following a traditional model, as we are, or has combined pre-clinical and clinical studies, as other universities have. ‘You will begin with human anatomy, which looks at the structure of the body. This will help you to ‘understand physiology — the way the healthy body fanctions. The next area of study is pharmacology the study of how drugs interact with living organisms. In biochemistry, the ‘chemistry which takes place in living organisms, you will analyze the structure and function of their ‘chemical compounds. Finally, you will learn about specific diseases in pathology, how they are caused and how to cure them. These are the cofe subjects that you will study, and there will be others. @ Exercise D ‘Write the two words cell and scar on the board. Set the questions for pairwork. Feed back. Pts. Elicit a few ideas but do not confirm or answers Correct. Ask students to make notes as they listen. ; . - Play Part 2. Feed back, building up a diagram on come the board. Explain that this isa classification ‘Word | General English meaning | Medical meaning diagram. cell | place of imprisonment | smallest unit of living organism ‘ean | Took round or ead ‘medical sonography) ‘icky use of ultrasound to visualize internal organs and body 2 Physiology 3 Pharmacology ‘Biochemistry ‘Pathology normal fonctioning | study of interactions study of the study of specific of the body ‘of drugs on living chemistry which diseases, how aaa ‘organisms takes place in living | they are caused riled ‘organisms and curedTranscript @ 3 Part 3 You may find it difficult to absorb so many new words at the same time. I must stress that you will be introduced to a whole new language as you continue your study of medicine. However, it may help if you realize that some words which are used in medicine are already in common use in English. ‘Though the meaning when the word is used in medicine may change, it still retains some of the original meaning. A good example of this is the word scan. In ‘everyday English it is used to refer to the way in which a person looks around quickly for something, or reads quickly, looking for specific information. In a medical context, the word is used. for the use of ultrasound to provide a visual display of the internal organs and other body structures. In both contexts the word indicates a means of finding information visually. Another example of this is the word cell. In general English this usually refers to a small room, as in a prison cell, where somebody is locked up. In ‘a medical context it is the smallest unit of a living, organism. The connection between the two words here is much less clear. However, both come from the Latin word cella, meaning small room. The prison cell is a small room within a bigger building and the cell can be seen as a small room within the overall structure of its organism. exercise E 1 Set for individual and then pairwork checking. 2 Play Part 4. Feed back Answers Call Transcript @4 Part 4 I'd like to look a little more closely now at the subjects you will study, starting with human. anatomy, which is my special interest. Itis the study of the outward appearance of the structures of the human body. There are two sub-divisions that we refer to as gross anatomy and microscopic anatomy. In gross anatomy we will study those structures of the body that can be seen with the naked eye. In microscopic anatomy you will use microscopes to study the anatomical structures at a much more detailed level. As part of this you will have an introduction to histology (the study of the nn nes organization of tissues) and to cytology (the study of the structure of cells). You will also have an opportunity to gain an introduction to histopathology, the study of disease in cells, which you will study in more detail during the clinical component of your course. Pharmacology is another area which may be new to you. This is the study of drugs, what they are, how they work and what they do. You will look at how the functions of organisms and live tissues are ‘modified by chemical substances. You should not confuse it with pharmacy, which is concerned with the scientific, egal and managerial aspects of providing medicines to patients. Exercise F Set for individual work and paitwork checking. Feed back, building up a model definition on the board Answers “The study of the outward appearance of the structures of the human body. Exercise G Refer students back to their notes from Exercise A. Closure 1 Ask students to give you examples of ways in ‘which things in medical science have changed for the better in recent times ~ particularly in the student's own countries. Examples include laser and keyhole surgery, advancements in research into ‘AIDS and cancer, use of nanotechnology to analyze cells/blood samples, increased finances from abroad/international organisations and non- governmental organisations (NGOs) such as ‘Médecins sans Frontiers’ for medical equipment and medication, increased priority of patient- ‘centred approach to care and treatment, etc 2 Refer students to the Skills bank if you have not already done so and work through the section Making the most of lectures.4.3 Extending skills Lesson aims «© identify different types of lecture organization ‘© use the introduction to a lecture to decide the best form of notes to use Introduction Tell students to build up the four Ps of preparing for and attending a lecture: Plan, Prepare, Predict, Produce. You could put students into four groups, each group working on one of the stages, then feeding back to the rest of the class. Exercise A Set for pairwork. Feed back orally. The more students, can say about these words, the better. Accept anything correct, but let students explain their choice if they choose a combination not given below. Answers Possible answers: 1 [diagnose [a disease, a condition, cancer 2 [rear a patient, a condition, diabetes 3 [record | patient history, observations, results 4 [analyze | results ofa test, findings, compounds, samples 5 [practise | medicine, dentistry, veterinary medicine, oncology 6 | pecform | an operation, an experiment, an ultrasound scan 7 | prescribe | medicine, tablets, exercise, drugs, medication, treatment 8 [administer | drugs, an injection, a dose 9 Jinterpret | results ofa test, an x-ray, an ulerasound {sean} Exercise B Point out that you can understand a lecture better if you can predict the order of information. Point out also that there are many pairs and patterns in presenting information, e.g), question and answer, or a sequence of events in chronological order. Set for pairwork. Feed back orally. Check pronunciation, Point out that the lecturer may not actually use these words, but if you recognize that what a lecturer is saying is the first of a pair, or the beginning of a sequence, you are ready for the second or next stage later in the lecture. Answers T [question and answer 2 [ problem and solution 3 [classification and definition 4 [advantages and disadvantages | comparison and ‘contrast 6 | cause and effect 7 [sequence of events 8 [ sages of a process 9'| theories or opinions then | supporting information Exercise C Identify the first form of notes ~ a flowchart. Set the rest for individual work and pairwork checking. Feed back, using an OHT or other visual medium if possible.Answers 1 flowchart 2 tree diagram 3 owo columns 4 table 5 headings and notes 6 timeline 7 spidergram jethodology note ‘You might like to make larger versions of the illustrations of different note types and pin them “up in the classroom for future reference. Exercise D i Work through the first one as an example. Set for - pairwork. Feed back orally and encourage discussion. Demonstrate how each method of note-taking in | Beri Cean be marched with an organizational “sructure, Point out that: “se a tree diagram is useful for hierarchically arranged | information, such as when the information moves from general to specific examples | @ a spidergeam is more fluid and flexible, and can be used to show connections between things, such as interactions, or causes and effects Answers question and answer = headings and notes Broblem and scaton = headings and notestwo 3 classification and definition = tree diagram! spidergram advantages and disadvantages = two columns comparison and contrast = table cause and effect = spidergram sequence of events = timeline/flowchart stages of a process = flowchart (or circle if is acycle) theories or opinions then supporting information = headings and notes/two columns 1 WHAT IS MEDICINE? exercise E Explain that students are going to hear the introductions to several different lectures. They do not have to take notes, only think about the organization of information and decide what type of notes would be appropriate. Work through the example Play cach introduction. Pause after each one and allow students to discuss then feed back. After the first three, explain that sometimes lecturers move from one information organization to another, e.g, cause and effect then sequences of events. Play the final two. Feed back. Students may suggest different answers in some cases. Discuss. Answers Possible answers: 1 advantages and disadvantages (two columns) 2 classification and definition (tree diagram) 3. process of stages (owchart) 4 problem and solution (headings and notes/two columns) 5. cause and effect (spidergram) Transcript @5 Introduction 1 ‘Today I’m going to talk about the advantages and disadvantages of two different types of surgery that ‘we can use to deal with cancers in the body. Until relatively recently, all operations to remove cancer were carried out using a scalpel, which is a sharp instrument, or type of knife. The scalpel is used to cut open the skin and tissue surrounding the tumour, and then to remove the tumour itself. In recent years, however, laser surgery has started to replace traditional surgery for removing some types of tumour, Introduction 2 ‘The purpose of today’s lecture is to look at some major landmarks in the developments of medicine. ‘The traditional starting point for the history of our profession is the Greeks. There were many notable Greek physicians, perhaps the best known being Hippocrates. His book on medicine, written around 400 BC, was of great significance to modern medicine. It stated that the well-being of the patient should be the central concern of the doctor and this forms a core part of the Hippocratic Oath, which forms the basis of many medical codes of practice today. Introduction 3 In the lecture today, I'm going to talk about the different stages of Alzheimer’s and how these can be 19