Presentation on theme: "Interdisciplinary role of English in the field of medicine: integrating content and context Nataša Milosavljević, Zorica Antić University of Niš, Faculty."— Presentation transcript:
Interdisciplinary role of English in the field of medicine: integrating content and context Nataša Milosavljević, Zorica Antić University of Niš, Faculty of Medicine English language department
INTRODUCTION The era of globalization and technological advancement - English dominant international language of a wide range of occupations. The field of medicine - the ability to communicate precisely of paramount importance. Represents means for professional development, improvement and interaction.
Shift in English language learning context - The change in the purpose for English language use. The demand for teaching English in the field of medicine - an example of English for specific purposes (ESP). The basic aim - to create an environment that closely represents authentic professional world.
Medical students - aware of the purpose and necessity of learning Medical English in order to be successful and accomplished professionals in future. Performing oral and written communication in English enables them active knowledge exchange with colleagues from abroad, writing and publishing scientific articles, participating in international congresses. Thus, a firm foundation for future education, professional promotion and autonomy after graduation is achieved.
English for medical purposes must be integrated into the medical context and its realization is possible only through the presentation of medical topics. English language teaching at the Nis Medical Faculty - to meet the students’ needs. Peparing students for using English medical terminology, mastering both oral and written communication in English, as well as following and translating relevant medical literature.
AIM The aim of the study was to determine the importance of English used in specialist subjects and its effect on acquiring medical knowledge.
METHODOLOGY The research - carried out at the Niš University Faculty of Medicine in the second term of the academic year 2014. Included 100 third-year medical students. A specially designed questionnaire consisting of 12 questions was used. The questions related to duration of previous English language learning, the most difficult language skill, as well as the interrelationship between English and medical subjects.
Standard statistical methods - used for qualitative and quantitative evaluation of the results. χ² test - used for testing statistical significance of difference between absolute frequencies.
RESULTS Grammar school n (%) Vocational school n (%) Yes14(28%)9(18%) Generally yes5(10%)10(20%) Generally no18(36%)22(44%) No13(26%)9(18%) Total50 Table 1. English language use during medical studies
Table 2. Different aspects of English language use Grammar school n (%) Vocational school n (%) p Following medical literature 20(40%)15(30%)0,401 Reading international medical journals 2(4%)6(12%)0,268 Writing scientific articles 10(20%)8(16%)0,794 Oral communication11(22%)17(34%)0,265 Attending lectures in English 7(14%)4(8%)0,523 Total50
Table 3. The influence of English on acquisition of medical knowledge SubjectGrammar school n (%) Vocational school n (%) No answer12(24%)7(14%) No such subjects8(16%)13(26%) Pharmacology11(22%)13(26%) Pharmacology+ Pathology3(6%)0 Pharmacology+ Physiology2(4%)0 Pharmacology + Pathophysiology + Internal medicine 8(16%)9(18%) Pharmacology + Anatomy + Biochemistry 2(4%)1(2%) Internal Medicine1(2%)3(6%) Majority of subjects3(6%)4(8%) Total50
Table 4. The use of medical literature in English SubjectGrammar school n (%) Vocational school n (%) No answer11(22%)8(16%) No such subjects10(20%)11(22%) Pharmacology22(44%)20(40%) Pharmacology + Pathology + Physiology 5(10%)4(8%) Pharmacology + Pathophysiology + Internal Medicine 03(6%) Internal medicine01(2%) Majority of subjects2(4%)3(6%) Total50
DISCUSSION Positive attitude towards the language - language teaching is closely related to the subject matter field. The knowledge of basic field allows students to identify real context of vocabulary and linguistic structures. The teacher can make the most of the students’ knowledge of the subject matter, thus helping them learn English faster.
Such teaching approach-highly reinforcing Students are able to apply what they learn in their English language classes to the main field of study. Only in this way they realize that the knowledge acquired during the language instruction is applicable in further professional development.
The field of medicine and health care brings medical experts from all over the world into close contact with each other. In order to be equal members of the discourse community the students of medicine, future doctors, need to be well prepared for the linguistic tasks awaiting them in the future.
ESP teachers - in a special position because they teach both language and content. The role of organizers whose task is to create conditions and opportunities for learning by putting the English language teaching into medical context and exploring medical topics.
CONCLUSION Medical English should be taught from the real life perspective. Specific vocabulary, grammar and linguistic structures are emphasized. The focus is on developing strategies for applying language in different situations.
The aim of such approach – to prepare students for their further professional training, whereby the English language knowledge would significantly facilitate the process. Motivation for progress during studies - closely linked to English language knowledge. Interdisciplinary role of English in the context of medicine is achieved.