Month: June 2015

Medical English: understanding, intonation and being the bearer of bad news

“The true test of a doctor’s communication skills has to be the delivery of bad news”

In the UK’s recent general election, the National Health Service was a keenly debated issue – in particular, the trend for overseas doctors working in the UK and their language ability. In this blog, cross-posted from The London School of English‘s blog, Ros Wright, who delivered the school’s new English for Medical Professionals course to a group of doctors in the Nottingham University Hospitals NHS Trust, writes about the course and the importance of teaching tailored communication skills.

Greeting my trainees at the Queens Medical Centre in Nottingham with the local colloquialism – ‘Hey-up me duck!’ – I was not entirely surprised by the sea of blank faces. However, as a Nottingham lass myself, I felt duty bound to ensure that each and every one of these new NHS recruits were at least able to respond with a ‘Hi, how are you?’ by the end of the session.

Awareness of patient language (colloquial language, common expressions for medical conditions, etc.) is just one aspect of the new Medical English course – English for Medical Professionals piloted recently as part of a joint partnership with Remedium, specialists in the recruitment of overseas doctors for the NHS. The aim of EMP is to prepare qualified overseas doctors to function effectively in an English-speaking environment.

“Although highly skilled with a minimum of IELTS 7.5, of this group of Bangladeshi, Egyptian, Nigerian and Turkish doctors, fewer than half had followed medical communications courses in their own language”

Although highly skilled with a minimum of IELTS 7.5, of this group of Bangladeshi, Egyptian, Nigerian and Turkish doctors, fewer than half had followed medical communications courses in their own language; a situation that is not uncommon. Aside from an understanding of the local culture, other areas critical for effective doctor-patient communication include pronunciation (particularly word stress) and intonation, as well as an appreciation of the professional culture of the NHS which may differ significantly from their own experience. This two-day pilot course would feature an introduction to the NHS and the development of key skills in English, such as breaking bad news and participating in handovers.

The true test of a doctor’s communication skills has to be the delivery of bad news; a complex task often carried out several times a week. If delivered poorly, the experience remains with the patient long after the initial shock of the news itself. This is further compounded if the doctor needs to do so in a language that is not their own.

Beginning from the premise that ‘Bad news is any information, which adversely and seriously affects an individual’s view of his or her future’ (Baile et al, 2000), Day 2 focused on use of the SPIKES communication model for breaking bad news adapted for the medical English classroom. Trainees spent the morning developing language to: Set the scene, determine the patient’s Perception of their situation, deliver the preferred amount of Information, and Knowledge, while providing Empathy and finally laying out a Strategy for the future. The morning ended with a series of role-plays enabling the trainees to put their enhanced skills into practice.

While sharing a platform with the Medical Director of the QMC was a major coup during the pilot course, the icing on the cake was by far this quote from one of the trainees: ‘This is an excellent course, filling a void with regards to the introduction of overseas doctors to the NHS. The course has the potential to expand, develop and become a staple in trusts across the UK.” Indeed, it is hoped the pilot will result in the adoption of EMP as part of the induction programme for all overseas doctors recruited to work in the Nottingham University Hospitals Trust.

In the meantime, Nottingham’s popular greeting, Hey-up me Doc … sorry … duck, has since been made famous by the likes of Dolly Parton and Angelina Jolie. If you don’t believe me, google it!

Read more about the English for Medical Professionals course on The PIE News.

Universities, international students and “agents” – the perceptional disconnect

“There is a huge perceptional disconnect that is endemic within university staff at all levels and demonstratively so, when it comes to the role and use of ‘agents'”

In his second entry for The PIE Blog, Naveen Chopra, Chairman of The Chopras, one of India’s top study abroad agencies, once again challenges the definition of and criticisms levelled at “agents” in the international education industry. See his previous blog here.

At the core of the persistent and on-going debate within the wider media and university sector on the use and relevance of “agents” since many years, there is a huge perceptional disconnect that is endemic within university staff at all levels and demonstratively so, when it comes to the role and use of “agents”.
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Naveen Chopra

Naveen Chopra is chairman of The Chopras, one of India’s largest and most reputed student counselling organisations, working with over 10,000 students each year.

http://www.thechopras.com/

‘Australia does it better than most’: leading the way in marketing and recruitment

“A strategic focus on international enrolments is critical if countries want to stay competitive in the international student market”

Denis Whelan, APAC vice president of sales at international education resources, services and technology company Hobsons shares his thoughts on why he believes Australian institutions are so successful attracting students from overseas in comparison to the US, in light of Hobsons’ most recent report.

International students are savvy consumers, looking for the best return on what is often a significant financial investment. While an international education provides the opportunity to become a truly global citizen – building strong networks and leadership skills across borders – what students really want is tangible outcomes from their international degree.

When it comes down to it, the most important factor for international students is being able to get a job upon graduation or continue to advance their academic journey.

Hobsons’ latest research report, The ‘Return on Investment’ of an International Degree: A Survey of Prospective International Students to the USA, reveals that more than half of all international students rate getting a job as the most important factor for a university degree.

When it comes to attracting and converting overseas potential students, Australia does it better than most, leading the way in best-practice international education marketing and recruitment.

“This visa arrangement gives Australian universities a major competitive advantage over competitors like the US and Canada”

Currently in Australia, a post-study work visa gives bachelor degree graduates a two-year visa to stay and work in the country. This visa arrangement gives Australian universities a major competitive advantage over competitors like the United States and Canada.

Australia also provides the opportunity for students to work part-time while studying, which assists with living expenses while also giving them the opportunity to gain professional experience.

When it comes to choosing a university, prospective international students look for quality of education that will guarantee them a job at the end of their study. Universities that can demonstrate strong graduate employment outcomes are highly sought after.

In this respect, while the United States can boast some of the world’s top universities for teaching and research, it struggles to demonstrate solid job opportunities for graduates.

“Students considering studying in the United States are less optimistic about the employment options an overseas degree will provide than students considering Australia”

Hobsons’ research found students considering studying in the United States are less optimistic about the employment options an overseas degree will provide than students considering Australia.

Demonstrating direct pathways to employment after graduation has been an area where rival markets, such as Australia, have consistently outperformed the United States.

A strategic focus on international enrolments is critical if countries want to stay competitive in the international student market. Ultimately, this comes down to understanding what students want from an international education – as well as the factors that make them choose not to study in a particular destination – and marketing themselves accordingly.

There is no doubt, understanding students’ definition of return on investment is the key competitive advantage every university needs, regardless of where it is located.

What’s wrong with summer study programmes

“There are too many people conducting these programmes and there is no real organisation”

Peng Sang, President of the Beijing Overseas Student Service Association, calls for the Chinese government to do more to ensure summer study programmes serve students well.

The number of students using their holiday break to study abroad is on the increase. The number of students from China participating in summer or winter study programmes has increased from 230,000 in 2013 to 300,000 in 2014, an increase of 30-40%.

According to statistics sourced from Baidu Search Engine, the number of comments regarding holiday study student figures reached 2,120,000 within a one month period. This is an overall increase of 11%. The above mentioned figures show that the number of people wishing to undertake holiday study programs is enormous and will increase in the coming years.

The number of comments on Baidu regarding holiday study student figures reached 2,120,000 within a one month period

The current problem is there are too many people conducting these programmes and there is no real organisation. Secondly, the format of these programmes seems to be all the same, i.e. half day language study/half day outside activities.

There is limited variety in programme structure. These may not help students improve their language level or deeper understand the local culture. Thirdly, there is no regulation on pricing. More often than not the fees are too high, sometimes higher than regular holiday tours of similar content.

For a long period the Chinese government has paid little attention to the development of this industry. This has led to the current situation.

“For a long period the Chinese government has paid little attention to the development of this industry”

The Guide for Study Abroad Programs of Primary and Secondary School Students issued by the Ministry of Education in July 2014 shows that the Chinese Education Department is starting to pay attention to the holiday study industry. This is good news.

Having this new material is much better than having nothing at all. However, the Guide only really represents the government’s attitude, and only shows that the government is participating in the discussion. With no real enforcement and implementation of the content it is difficult to regulate the holiday study industry. In reality this approach will not solve the problem. The biggest problem concerning holiday study programmes is enforcing regulations upon those running these programmes.

BOSSA members are all overseas study service organisations which are jointly supervised by BOSSA and the Chinese government. Any guidance or suggestions made by the government will directly influence their operations. In reality, the Guide will have a limited influence on BOSSA members. As far as I know the requirements for BOSSA members to adhere to the provisions outlined in the Guide are minimal. Our members are already meeting these requirements and in some cases do more than is required of them.