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What OET and IELTS scores do international medical graduates (IMGs) need to join the UK Foundation Programme?

What OET and IELTS scores do international medical graduates (IMGs) need to join the UK Foundation Programme?

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What is the UK Foundation Programme?

The UK Foundation Programme is a two-year, structured, work-based training programme which is designed to bridge the gap between medical school and specialty or general practice training.

It gives newly qualified doctors essential clinical and professional skills, ensuring they can deliver safe and effective patient care across various healthcare settings.

Two-year programme

There are two years in the programme.

  • Foundation Year 1 (F1): This initial year focuses on consolidating medical school learning through supervised clinical practice. Doctors in F1 hold provisional registration with the General Medical Council (GMC).
  • Foundation Year 2 (F2): Building upon F1, this year allows doctors to take on greater responsibility, make clinical decisions, and further develop competencies. Successful completion leads to full GMC registration and eligibility to apply for specialty or general practice training.

Throughout both years, trainees rotate through various specialties, including general medicine, surgery, and general practice, to gain broad clinical experience. The curriculum emphasizes not only clinical skills but also communication, teamwork, and patient safety.

One-year standalone F2 programme

An alternative is the one-year F2 programme for doctors who have completed F1 or equivalent training elsewhere. It focuses on the competencies required for progression to specialty training.

International Medical Graduates (IMGs)

IMGs can apply to join either of the above two programmes. The eligibility criteria include having a primary medical qualification approved by the GMC and obtaining provisional GMC registration, which may require passing both PLAB tests.

There are also strict English language criteria. IMGs can use either OET or IELTS to demonstrate their English is at a high enough level to join the Foundation programme.

OET

  • Test version: OET Medicine
  • Minimum Scores: A score of 400 is required in each of the four sub-tests—Listening, Reading, Writing, and Speaking.
  • Single Sitting: All scores must be achieved in one test sitting.
  • Validity Period: Two years

IELTS

  • Test Version: Only the Academic or UKVI Academic versions are accepted. The General Training version is not valid for UKFP applications.
  • Minimum Scores: A score of 7.5 is required in each of the four components—Listening, Reading, Writing, and Speaking.
  • Single Sitting: All scores must be achieved in one test sitting and documented on the same Test Report Form (TRF).
  • Validity Period: Two years
  • One Skill Retake: The UKFP accepts the IELTS One Skill Retake, provided the final result can be verified on the IELTS verification portal.

These are higher scores than those required for GMC registration – IELTS 7.0 and OET 350.

Preparing to achieve OET 400 or IELTS 7.5

Achieving these scores is tough. Not only do you need an advanced level of English across the four skills, you also need to understand the assessment criteria – especially for the Speaking and Writing papers – and the strategies to use when tackling the different questions.

In our experience, many IMGs have excellent levels of English but fall down when it comes to the actual exam as they are not clear on how they are being graded. They may also struggle with long texts and tricky questions which contain distractors – options which look like they may be correct but are, in fact, not. Others find the timings difficult – time can really fly when sitting in a test centre.

In these situations, we really see the value of working with a specialist OET or IELTS teacher. They provide targeted coaching which improves a candidate’s scores in the papers they struggle most with. Expert input and feedback enable candidates to enter the exam centre with confidence and gives them a much better chance of achieving the high grades required.

Achieve the OET and IELTS scores you need with SLC

Reach OET B Medicine and Reach IELTS Premium courses give expert input and test practice alongside one-to-one coaching with a specialist tutor. You can start with just 5 hours and then extend if you need, though you’ll be surprised at just how much you can achieve in that time.

Lessons are scheduled around your availability and are super-flexible. And before you start, you complete a detailed Needs Analysis so you can hit the ground running from the very start of your course.

Sign up today and prepare for success. And if you have any questions on how the courses will work for you, get in touch.

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ESOL courses for Employability

ESOL courses for Employability

Refugee and migrants
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Getting work can make a life-changing difference to refugees and migrants.

Employment offers more than just financial stability—it can provide dignity, purpose, and a sense of belonging. A job helps refugees and migrants rebuild their lives and integrate into new communities. It boosts confidence and provides opportunities to improve English and learn new skills.

For many, work brings routine, social connection, and hope for a better future. It enables individuals to support their families, both in the UK and abroad, and for many, to move forward from the trauma and disruption they’ve experienced.

SLC courses are designed to give refugees and migrants both the language skills and the confidence to get a job that matches their skills, experience and ambition.

How we design courses

We start with the learners. We carry out needs analysis and level assessment, so we understand where learners are currently at and where they want to go. This allows us to map the journey they need to go on and design a curriculum that meets their needs.

Once the course starts, there is inbuilt flexibility to meet new needs as they emerge and to evolve the course to meet specific objectives.

Pre-Entry (A0) to Entry Level 2 (A2) courses

For lower-level learners, courses will need focus on core language – communication, vocabulary, grammar, function, skills – sometimes starting with the very basics. This allows learners to build a foundation in English from which they can develop more employability-specific language skills.

Entry Level 3 (B1) to Level 2 (B2) courses

For higher-level learners at Entry Level 3 and above, courses target specific areas of need. These may range from job applications to interview preparation to CV building to digital skills, such as working with software suites and using LinkedIn. Courses may also focus on developing workplace communication skills, navigating fast speech, idioms and accents.

Why online classrooms?

SLC courses take place online. There are very good reasons for this:

  1. Access to specialist teachers – research shows that teaching quality is the single most important in-school factor influencing learner outcomes.
  2. Convenience – online classes resolve issues of poor public transport, childcare commitments, and health or other issues that keep learners at home.
  3. Flexibility – learn from any location on schedules that match learner availability. Courses work on all devices.
  4. Safe environment – learning from a familiar or private space reduces anxiety.
  5. Build digital skills – participating in online classes helps learners build confidence in using digital tools, skills they can then transfer to life outside the classroom.
  6. Immersive, engaging learning – multimedia content, interactive tasks, no hiding in the back row.
  7. Proven success – consistently excellent feedback from hundreds of learners and repeat contracts from refugee support organisations such as Strategic Migration Partnerships, across the UK.

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Outstanding value

Courses are designed to meet the many budgetary constraints refugee support organisation face. If the value wasn’t there, there’s no way we would have delivered so many courses to our clients across the UK since 2018.

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Please get in touch to discuss how we can support your learners. We would love to hear from you.

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Translanguaging in online ESOL classrooms with beginner level refugees

Translanguaging in online ESOL classrooms with beginner level refugees

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We’re delighted to re-publish an article written by Sam Pepper for ESOL Matters on the work he did on an online ESOL programme SLC delivered to Syrian refugees across Northern Ireland during the pandemic.

In the article, Sam describes how he worked with learners who had very low levels of English, many with little or no formal education and lacking literacy skills in their own language, and who had been through incredibly difficult journeys to find themselves in a very different country in an unprecedented time of lockdown, which meant they were much more isolated than would have otherwise been the case.

 Sam’s knowledge of Arabic and his willingness to use a translanguaging approach in his lessons, using learners’ own language to help them learn English, offers great insight to anyone wanting to understand how online teaching programmes and a creative teacher can really support refugee learners.

Translanguaging in challenging contexts: A case for monolingual language support

By Sam Pepper

The pandemic was a confusing time for everyone, especially for teachers and learners. It was a time when providing the maximum support for our learners’ individual needs was crucial to their progress. All of my in-person classes ground to a halt and I was tasked with teaching new Zoom led group classes with learners who I had never met. I worked with a group of Pre-Entry beginner level Syrian refugees, aged 16–21, who were based in Northern Ireland. As a resident of London and someone who had never been to Ireland, I was detached from their lived environment and was not able to experience the same setting as the learners due to travel restrictions. My accent is British which led me to wonder what I could do to make their learning experience as meaningful as possible.

These learners, having faced displacement and limited formal education in their home country, were in a uniquely challenging learning environment. Many of them had had limited formal education due to their experiences as people seeking asylum over the previous ten years. Due to this, they struggled with foundational literacy in Arabic, their first language (L1), while adapting to a new cultural and linguistic environment. The lockdown brought these difficulties to the fore, by limiting social interactions critical for language acquisition in their newly settled environment.

To address their needs, I adopted a translanguaging approach, making use of my proficiency in Arabic to scaffold English language learning. I had heard of translanguaging as a pedagogical approach, so I hit the books and read up on Cenoz and Gorker’s (2022) work on the approach. This decision, though unconventional in standard ESOL practices, proved helpful for them in these tricky circumstances. This article argues for translanguaging as an essential tool in teaching learners from challenging contexts, focusing on its role in building literacy, managing emotional well-being, and facilitating integration.

The Context: Syrian Refugees in Lockdown

The group of Syrian learners had minimal formal education, partly due to prolonged conflict in their home country dating back ten years at the time. Due to this, many lacked literacy skills even in their L1, which would have made traditional ESOL methods such as communicative language learning and task-based learning too challenging for their needs. Social distancing further limited authentic interactive language-learning opportunities as all classes were held on Zoom. The learners also had limited experience with online learning and, like myself, were new to using Zoom in large groups. To address these barriers, my approach prioritised foundational skills, beginning with basic literacy as a bridge to in-person ESOL classes which could take place once the pandemic had subsided.

The Case for Translanguaging

Translanguaging refers to the practice of using learners’ entire linguistic capacity to aid comprehension and expression, including that of their first language. Unlike communicative immersive teaching, translanguaging integrates two or more languages within the learning process, validating students’ linguistic identities and enabling flexible meaning-making. It is especially helpful for learners who have had challenging educational backgrounds and need support to develop the skills needed to participate in a second language classroom.

Translanguaging is an approach which lends itself well to monolingual classes, especially amongst younger learners who may want to build rapport with each other in their first language to feel sufficiently comfortable in their learning. Tasks were communicative in the sense that learners were presented language in English, and then had the task explained to them in their first language. They were then given instructions to work in break-out rooms using Arabic to complete the given task. Although I did not teach literacy in Arabic, the learners supported each other in correcting their English and using Arabic writing to clarify their errors for peer correction.

Scaffolding Literacy

Cenoz and Gorter (Ibid., p14) emphasize that translanguaging challenges the traditional ‘separation of languages’ model by utilising L1 resources to support the acquisition of additional languages. This integration allows learners to navigate complex content while gradually building proficiency in the target language. For my students, developing orthographic and motor skills in English, while being given clear instructions in Arabic, to clarify meaning and form, was very helpful. This scaffolding was also helpful for those with undefined additional learning needs who were able to communicate with the teacher and troubleshoot any literacy issues they were facing. The lesson aims were also clearly stated in Arabic at the start of the lesson to ensure engagement and to inform learners throughout the steps of the lesson about the stages and aims of each task.

Emotional and Social Benefits

By affirming students’ cultural and linguistic identities, translanguaging helps to build emotional resilience, particularly for refugee learners coping with migration and isolation. García and Wei (2014) highlight how translanguaging validates learners’ experiences, working on engagement and confidence – a crucial factor in my learners’ progress. Although all of the learners were from the same country of origin and language background, none of them knew each other outside of the Zoom classroom. In the context of migration and creating a new life in a new environment, it was emotionally beneficial for learners to speak to each other and build rapport in their first language. This increased their engagement in classes, led to some light relief and several of the learners met up after the course and the easing of restrictions due to this flexibility of first language use.

Many of these learners had experienced emotionally challenging and potentially traumatic experiences. Considering this, having a shared community of learning in which learners could express and communicate their experiences despite their limited English knowledge, provided a cathartic benefit for the learners who had some shared experiences and were facing isolation in their newly settled home.

Tailoring Grammar Instruction

Explicit grammar instruction is another area in which translanguaging worked well with this group of learners. Explaining concepts such as verb conjugations and articles in Arabic helped bridge knowledge gaps, particularly for learners with little prior formal education. In traditional communicative classes, target language is presented discreetly with learners being provided a contextualised example followed by concept checking and clarification. Considering the Pre-Entry level of this group and their study skills background, having explicit explanations of grammar rules in their L1 not only reduced stress levels, but also provided the teacher with a tool to check understanding before moving onto practice. This aligns with Cenoz and Gorter’s (Op. cit.) assertion that translanguaging creates a dynamic space where students use their linguistic knowledge in their first language to construct knowledge of a second language. Using a first language lowers cognitive load and gives learners the chance to be presented with language and absorb the meaning, form and pronunciation without the stress of immersive focus.

The use of learner L1 provided an inclusive learning environment which took into account the affective filter and emotional reality of the learners. This approach gave the learners more mental space to engage with the grammar point and feel more comfortable with the input. Those who taught online during the pandemic will know that monitoring learner progress within tasks was a huge challenge, particularly for the lowest level learners. Using Arabic as a way to ensure learners understood the task, while feeling free to ask questions was invaluable for language practice. Learners were then given controlled practice with this added support and freer practice tasks to then use the language items in a freer setting – which reflects the present, practice, produce approach in its staging.

Enhancing Learner Engagement

Interactive tools like Google Classroom, Padlet, and forms quizzes, combined with translanguaging, maximised learner participation. Learners submitted handwritten assignments in Arabic and English for feedback, gradually integrating English components. This blended approach-maintained engagement and supported gradual skill-building and helped the teacher to understand the development points which learners needed to focus on. An example of this was a verb ‘to be’ practice worksheet which tested conjugation and adjective use in which learners were asked to circle the adjective (through Arabic instructions) to ensure that the learners were able to understand both the structure and the use of the target language, and be given specific feedback for their errors.

Breakout rooms were a completely new concept for all of us and without the use of Arabic instructions, setting these up would have been much harder to organise, (considering the set up required producing the learner worksheet on pen and paper, roles in a breakout group, keeping on task). With all of these learners new to online education and many of them new to formal education altogether, L1 use was instrumental in making this work.

The Syrian learners’ progress in their formative and summative work highlighted the value of translanguaging in contexts where traditional methods fall short. By scaffolding foundational skills, giving space for emotional resilience, and making abstract concepts accessible, translanguaging empowered these learners to navigate their linguistic and social transitions. For educators working in similar contexts, translanguaging offers a powerful tool to meet the needs of marginalized learners. While potentially applicable in a variety of contexts, these methods are likely most effective in monolingual classes or with lower level groups of learners.

One possible limitation of the translanguaging is the fact that learners missed out on the immersive natural acquisition of teacher talk. While this is a worthwhile point, it is clear that the translanguaging approach allowed them to catch up on the building blocks they needed and had missed out on (due to their loss of primary and secondary schooling). Many of these learners have now moved onto higher classes and have since shown considerable progress in their English proficiency.

References:

Cenoz, J., & Gorter, D. (2017). Translanguaging and bilingual education. International Journal of Bilingual Education and Bilingualism, 20(3), 245-263. Available at: https://doi.org/10.1080/13670050.2015.1131106

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave Macmillan. Available at: translanguaging-in-bilingual-education.pdf

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

Sam is a language learner, teacher, trainer and translator. He now works as a teacher trainer and curriculum quality lead at an inner-city North London college working with a wide range of learners. For Sam, ESOL is not just about language learning, it’s about building connections within a di-verse community and celebrating variety in the classroom.

This article was originally published in ESOL Matters, the newsletter of the IATEFL English for Speakers of Other Languages Special Interest Group, April 2025.

See: https://issuu.com/iatefl/docs/esol_matters_april_2025

It is re-published here with many thanks.

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SLC Courses – hours and levels

SLC Courses – hours and levels

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Calling all healthcare students and professionals!

Whether you’re a doctor, a nurse or another healthcare professional, at Specialist Language Courses (SLC), we offer expertly designed online courses tailored to every stage of your English language journey—whether you’re just starting out, building on an existing foundation, or preparing for an English language exam like OET or IELTS.

Our digital learning content includes over 850 hours of Medical English and healthcare exam preparation materials, supporting students and professionals in more than 75 countries. We work with medical schools, nursing colleges, universities, healthcare employers, and individual learners to ensure they have access to high-quality, practical training that makes a real difference.

All our courses are described by level and by the number of hours’ study they consist of. They start at an elementary level (A2) and go all the way to advanced (C1). Courses can be short and sharp or long and in-depth.

 

Want to see what we offer?

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Do you work at a university or school delivering Medical English?

SLC’s digital courses are trusted by medical schools, nursing colleges, teaching hospitals, and language institutions worldwide. Our resources empower educators to deliver outstanding Medical English programmes to their students.

With over 850 hours of profession-specific, cross-sector, and exam-focused content, our courses are hosted on a customisable, state-of-the-art platform designed for effective teaching.

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Online ESOL courses for refugee, migrant & asylum seeker adult learners: challenges faced & lessons learned

Online ESOL courses for refugee, migrant & asylum seeker adult learners: challenges faced & lessons learned

Refugee healthcare
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At SLC, we’ve been providing online English language courses to refugee and migrant communities since 2018 when we worked with learners on the Syrian Vulnerable Persons Resettlement Scheme in Northern Ireland.

Courses focused on integration and employability. Learners were scattered across the region with little access to colleges, often with childcare and healthcare issues. Levels were mixed, from Pre-Entry (A0) and illiterate in their own language to C1 advanced. Online lessons were the only way that participants could come together. Online also enable us to bring specialist teachers in front of learners who needed their support and input.

OET and IELTS Preparation

Online ESOL provision then expanded as we provided online test preparation for refugee and migrant communities across the UK, working with refugee healthcare professionals in particular who needed OET or IELTS to register to work in the UK. These included groups of doctors, pharmacists and social workers. Between 2022 and 2024, we worked with NHS England to provide OET training to over 100 refugee nurses arriving to work in Trust around the UK on the Displaced Talent programme.

Integration and Work

From 2024, online ESOL courses have further expanded to include a range of integration focused courses, including Housing Rights, The NHS and Healthcare Literacy, Financial Literacy and Budgeting, Employment Rights, and Driving Theory Test Preparation. At the same time, courses focusing on language and communication in social care, healthcare support work, and safety were added to the online ESOL portfolio.

Why online?

Online has tremendous potential. It provides reach, scale, accessibility, convenience, and flexibility. Course offers can be widened and differentiated. Internet connections are so much better than they used to be, enabling most refugees to join classes via their mobile phone wherever they are. Courses can be led by enthusiastic specialist teachers keen to make a difference, irrespective of geography. SLC teachers working on courses for UK-based refugee and migrant communities have taught from as far afield as Australia.

What are the challenges of teaching online?

Courses for refugee and migrant learners are very different to other more mainstream English language courses taught in schools and colleges.

From a teaching perspective, there are several challenges consistent across different teaching settings. Here are some of the main ones.

  • Many learners have experienced high levels of trauma and disrupted education both of which have significant impact on learning.
  • Classes may contain high levels of differentiation, not only in level but also in cultural values and attitudes.
  • Syllabi and materials need to be culturally sensitive and avoid triggering topics and images.
  • OET and IELTS are ‘western’ exams and may test different skills to those experienced in previous education.

From a learner perspective, there are additional challenges.

  • Life circumstances may be very difficult. Issues include unstable and/or poor accommodation, poverty, loneliness, racism and sleeplessness.
  • Learners may be upset and anxious for families and friends in their home countries.
  • Technology can be unpredictable, especially access to devices and a stable internet connection. Many have no experience of online education.
  • Many are at a lower level and underestimate the amount of time needed to reach higher levels of proficiency.

How to address these challenges?

Teacher support

There are a number of important ways on which teachers can be supported. A training programme can aim to support teachers in the following ways:

  • Understanding learners through trauma informed teaching and intercultural awareness training.
  • Creating a safe and predictable online learning space by setting expectations, boundaries, and routines. Part of this should include keeping cameras on where possible.
  • Using and designing curricula, lessons, materials and activities that are relevant, engaging, avoid potential triggers, and build trust.
  • Working with high levels differentiation, for example by using breakout rooms and peer teaching.
  • Using accessible online tools to provide learner support outside lessons, such as WhatsApp groups and Google Classroom for assignments and resources.
  • Understanding policies and approaches to ‘what ifs’, so teachers know what to do when certain situations arise. Teachers need to know that they are not counsellors and that they have access to caseworkers or another responsible party if needed.

Learner support

Refugee and migrant learners can be further supported. Here are some ways of doing so.

  • Provide tech training early on, e.g. using breakout rooms, chat and screenshare.
  • Emphasise the online classroom as a safe place where mutual respect is paramount.
  • Associate learning with life outside the classroom, ensure language learnt can be put into practice.
  • Set short achievable goals and longer, more ambitious ones.
  • Consistently praise and give positive feedback.
  • Provide flexibility, for example on punctuality or taking time out during lessons.
  • Follow up quickly on non-attendance.

Results

Progress is often difficult to track post-course given the many challenges learners are constantly dealing with. However, we track attendance and where both applicable and possible, exam results. Here are some highlights:

NHS England Displaced Talent Programme: OET preparation courses for 60 refugee nurses arrived 2023 from Jordan and Lebanon and placed in hospitals around the UK. 39 are now working as nurses or a pending final documentation before receiving their PIN.

East of England Local Government Association Strategic Migration Partnership: IELTS preparation courses for approx. 120 learners from a wide variety of refugee backgrounds based across 6 counties, 120 to 150 hours’ tuition each – 70% completion rates, with an average band score increase of 1.0 to 1.5. Significant numbers are now in work or higher education.

Lincolnshire Refugee Doctor Project: 37 refugee doctors have undertaken preparation for the OET Medicine test on LRDP programme, with more doctors joining in 2025. To date, 26 have passed OET, of which 15 are now registered with GMC and 9 are taking PLAB training.

These clearly demonstrate the great potential online tuition has for providing effective courses for refugees, migrants and asylum seekers. The learners in all the above were geographically dispersed and many had employment and childcare commitments, yet were able to attend lessons regularly and over long periods of time.

Get in touch to find out more

For more information and to discuss any potential courses you have in mind, contact Chris Moore on chris@specialistlanguagecourses.com or 07788 294853.

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How do the language learning levels and test scores compare?

How do the language learning levels and test scores compare?

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We’ve mapped the CEFR levels (Common European Framework of Reference for Languages) used globally to describe language ability to the scores you can achieve in the British Council EnglishScore, IELTS and OET tests.

Here’s our at-a-glance table:

Language learning levels and test scores comparison

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Our Medical English and exam preparation courses

We are Medical English, OET and IELTS preparation specialists. Our uniquely effective course design and delivery offers an unparalleled range of Medical- and exam-focused courses and tests.

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How long does it take to learn English?

How long does it take to learn English?

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The following comes from a research article published by Cambridge University Press[1].

It illustrates the progress expected of a group of well-motivated adult learners, who spend 50% of their hours with a teacher in class and 50% of their hours on guided self-study tasks set by their teacher. Together, these hours are referred to as ‘guided learning hours’ or GLH.

[1] https://www.cambridge.org/elt/blog/wp-content/uploads/2018/10/How-long-does-it-take-to-learn-a-foreign-language.pdf
How long does it take to learn English

Notes

There is considerable difference between the lower and higher numbers of hours stated per level and, consequently, cumulatively. The report states a number of factors that may affect a learner’s progress, both in the learning environment and in the learner.

1. The learning environment

  1. Learning context, e.g. type of school and whether the learning is at home or in a country where the language is spoken.
  2. Teaching methodology, including the teacher and their relationship with learners.
  3. Intensity of programme, with more intensive programmes being more effective in general.
  4. Group dynamics, acknowledging the potential impact of positive or negative classroom dynamics.
  5. Access to useful resources for language learning, providing useful, comprehensible input, support and motivation.

2. The learner

  1. Personal attributes, including age, gender, language aptitude, language learning styles and strategies, motivation and personality.
  2. Beliefs about language learning and the nature of language learning, for example on whether they consider it inherently difficult, which may affect motivation.
  3. Affect and emotion, for example the impact of language learning anxiety.
  4. Clear learning objectives, as the clearer the objectives are, the greater the motivation levels tend to be.
  5. First language, as where there are significant differences, the more difficult learning a language may become.
Read the full article here

Our Medical English and exam preparation courses

We are Medical English, OET and IELTS preparation specialists. Our uniquely effective course design and delivery offers an unparalleled range of Medical- and exam-focused courses and tests.

Explore our courses:

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ESOL Refugee
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What OET and IELTS scores do healthcare professionals need to work in the UK?

What OET and IELTS scores do healthcare professionals need to work in the UK?

UK Healthcare professionals work in the UK
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The UK healthcare service has relied for many years on the invaluable contributions made by overseas trained healthcare professionals. To register to work here, those who do not come from a country where English is the first language must demonstrate their language level by taking an English test and achieving the scores stipulated by the regulator.

This table sets out the scores required for OET and IELTS (Academic version), the two most popular tests. OET will always be the version appropriate to the role, i.e. OET Medicine for doctors, OET Nursing for nurses, OET Physiotherapy for physios, etc.

The scores stated are the minimum required.

 

OET logo

IELTS

Profession

OET

IELTS

Doctor

350 (B) in each paper

7.0 in each paper

7.5 overall

Nurse

350 (B) in Reading, Listening, Speaking

300 (C+) in Writing

7.0 in Reading, Listening, Speaking

6.5 in Writing

Pharmacist

350 (B) in each paper

7.0 in each paper

Dentist

N/A

6.5 in each paper

7.0 overall

Vet

350 (B) in 3 papers

300 (C+) in 1 paper

350 (B) overall

7.0 in 3 papers

6.5 in 1 paper

7.0 overall

Chiropodist/podiatrist

300 (C+) in each paper

1400 (B)overall

6.5 in each paper

7.0 overall

Dietitian

300 (C+) in each paper

1400 (B)overall

6.5 in each paper

7.0 overall

Occupational therapist

300 (C+) in each paper

1400 (B) overall

6.5 in each paper

7.0 overall

Physiotherapist

300 (C+) in each paper

1400 (B) overall

6.5 in each paper

7.0 overall

Radiographer

300 (C+) in each paper

1400 (B) overall

6.5 in each paper

7.0 overall

Speech and language therapist

400 (high B) in each paper

1800 (A) overall

7.5 in each paper

8.0 overall

Other Allied Health Professions

N/A

6.5 in each paper

7.0 overall

Healthcare support worker

N/A

4.0 in each paper

4.0 overall

Social carer

N/A

4.0 in each paper

4.0 overall

Download the score document here

Notes

  1. Nurses can combine scores from two sittings within 12 months as long as no score is under C+ in OET (C in Writing) or 6.5 in IELTS (6.0 in Writing).
  2. The rules for dentists extend to other dental professions including nurses, therapists, hygienists, technicians and orthodontic therapists.
  3. The scores stated for healthcare support workers and social carers are those stated as the minimum by the Health and Care Worker visa.

More reading

Preparing for OET and IELTS

SLC has prepared thousands of healthcare professionals for OET and IELTS since 2014. If you’re an individual or a sponsoring organisation, please get in touch to see how we can help you.

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Introducing OET Prepare!

Introducing OET Prepare!

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Designed for schools and teachers preparing nurses for OET Nursing, OET Prepare provides a full learning pathway, taking candidates from an elementary A2 level all the way to a C1 advanced level where they are ready to sit the test.

Candidates can start at A2 elementary, B1 intermediate or B2 upper-intermediate levels. Each level has 100 hours of digital learning content, divided into 20 sequenced units, and 40 x 1.5 or 2-hour lessons written for tutored groups. Each lesson is fully planned with detailed guidance and all materials, so teachers can simply pick them up and use them with their students. Lessons can be given both in a physical and online classroom.

Why use OET Prepare?

There is a distinct shortage of credible OET coursebooks on the market. Writing good quality OET preparation material is difficult given how challenging many ELT writers find its subject matter. And some of what exists is already out of date as exam details have changed and it takes time and investment to update and republish.

OET Prepare has been written by experts led by Virginia Allum, Head of Medical English, and tried and tested with students so we – and you – know it works. Virginia is an OET test writer, co-author of the Cambridge Guide to OET Nursing, and a widely published English for Healthcare author. The SLC teaching team is led by Jo Langford, who has taken hundreds of nurses through their OET test and whose OET YouTube channel has almost 100k followers.

The courses are digital so they are easy to update by us, and easy to access by you. The courses work on all devices, including mobile phones via the learning platform app. The lesson plans and materials are stored in the cloud, so easy to download and use.

OET Prepare enables schools and teachers to provide high quality OET preparation courses without doing the heavy lifting. We provide you with a branded area on the teaching platform and free training for teachers on how to best use the courses.

The platform is intuitive and easy to use. It enables teachers to track student work, set assignments and discussion forums, upload their own materials, leave feedback and message students.

What’s in the different OET Prepare levels?

OET Prepare thumbnail syllabus
  • Level 1, set an A2 elementary entry level, covers a wide range of nursing- and healthcare-specific English, medical terminology, foundational grammar set in a healthcare context, functional healthcare communication skills, skills building work, and OET familiarisation.
  • Level 2, set at a B1 intermediate entry level, sees nurses develop more advanced healthcare language and communication skills across a wide range of scenarios, including more complex grammar and vocabulary, and get more input on the formats and skills needed for the four OET papers.
  • Level 3, set at a B2 upper-intermediate entry level, focuses on the OET Nursing exam, paper by paper, question by question, developing the language, strategies and techniques required to score a B in each sub-test. Plenty of practice test questions and mock tests included.

How do I get started with OET Prepare?

OET Prepare - Teacher platform

Simple. Just get in touch. One of the team will take you through the course, show you the teaching platform and give you access to the different levels so you can spend some time making sure they’re the right thing for you and your students.

If you decide to go ahead, we’ll create your area on the platform for you to use and give you as many access codes as you require for the levels you want for the duration you need. We’ll set a date to train you and your teachers and share access to the lesson plans and materials. Then you’re all set.

Ready to go?

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International nurse, international recruitment toolkit

Do overseas trained staff in the NHS need English language and communication skills training?

Do overseas trained staff in the NHS need English language and communication skills training?

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This article reviews the recently published updated NHS International Recruitment Toolkit and what is says about how English language and communication skills training can support recruitment, retention and the pastoral care provided to overseas trained staff. All quotes are from the Toolkit.

Overseas staff make a significant contribution to the care of patients in the NHS. The system benefits greatly from their expertise and the new knowledge and skills they bring. In return, they must have access to support and development opportunities to enable them to progress their careers, either within the NHS or in their home countries, if they choose to return.

The statement clearly acknowledges the vital part that overseas healthcare professionals play in the NHS – a reality emphasised all the more by the current overstretched service, ongoingly increasing demand for healthcare, the government commitment to reducing waiting times, and significant staff shortages, with an estimated 111,000 posts unfilled, including almost 35,000 nurses and 9,000 doctors, reported by the Kings Fund in May last year.[1]

Ensuring that overseas trained staff have the English language and communication skills to deliver safe and effective care enables better recruitment and retention. The toolkit highlights both aspects.

[1] https://www.kingsfund.org.uk/insight-and-analysis/data-and-charts/nhs-workforce-nutshell

1. Recruitment

Employing organisations are responsible for ensuring that everyone involved in the delivery of services has the required level of English language competence to enable them to communicate effectively with patients and colleagues.

Language evaluation. Having a process in place for evaluating international applicants’ language skills enables employers to understand what support is required before they are ready to sit the OET or IELTS test and achieve the scores required by the GMC, NMC or HCPC.

Exam coaching. A support package can vary from a few hours coaching on exam techniques to a more extensive study programme which builds language skills alongside test-specific preparation.

Supporting SIFE. Using a language evaluation process for staff where employers follow alternative routes to assessment, such as SIFE for nurses, also ensures that those joining the register have the skills they need to communicate safely with patents and colleagues. Again, an evaluation will highlight any weaknesses that need addressing prior to registration.

Identifying English language competency prior to offering an appointment helps to ensure protection for patients, employing organisations, and employees.

2. Pastoral care and retention

Given the value of staff from overseas and the high costs of running a recruitment campaign and relocation, a successful induction process and ongoing pastoral and professional support is of the utmost importance.

..employers still have a duty to assure themselves that all individuals have the appropriate level of English competency to carry out the specific role they are being appointed to do.

Managing accents, dialects and idioms in difficult conversations

Assuring that overseas staff have the right communication skills to deliver safe and effective care is integral to retention. Achieving the required OET or IELTS score shows an advanced level of English, but the language they used in the test is different in many ways to what they then use at work. Here conversations can not only be difficult and consequential, but also include unknown idioms, unfamiliar accents and dialects, with patients and colleagues talking at pace.

Communicative confidence and speaking up

Staff who are recruited from abroad are often less likely and less willing to raise concerns and admit mistakes, an issue worsened if they have experienced any form of workplace bullying. This problem is recognised by the National Guardian for the NHS who are currently conducting a national Speak Up Review with overseas trained staff.

Bridging culture

Language and culture often work hand in hand. Having a communication skills support programme in place is also an opportunity to provide input and insight into British life – its values, traditions, festivals, leisure pursuits, food and transport, for example – as well as the NHS itself.

Starting early

It’s important to hit the ground running. Resettling in a new country, working in an unfamiliar healthcare service, and having so many conversations in a language one may not be used to speaking is clearly a lot to take on.

In conclusion

Providing pastoral support training like this to international staff – even those who may already be in the UK – is critical to retention, the delivery of high standards of care, and positive, safe relationships with patients, their families and colleagues.

The first six months in a new role typically influences whether a recruit stays for the long term, making induction, early pastoral and professional support crucial… Effective mentoring, professional support and a supportive learning environment will enable them to be as productive as possible in their roles.

About SLC

SLC provides CPD-accredited language and communication skills programmes for the recruitment and retention of overseas staff working in the NHS:

More details

Feel free to get in touch directly to discuss your needs.

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What is the Medical Training Initiative scheme and what English requirements do doctors need to join?

What is the Medical Training Initiative scheme and what English requirements do doctors need to join?

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The Medical Training Initiative (MTI) follows the ‘learn, earn and return model’. MTI provides a route for overseas doctors, primarily from lower income countries, wishing to train and develop their skills in the NHS for a fixed period of time before returning to their home country where they can put their learning into practice. The NHS benefits from filling spare training capacity in undersubscribed medical speciality placements.

The scheme is run by the Academy of Medical Royal Colleges who sponsor visas and offer Certificates of Sponsorship. Partners include individual medical royal colleges, the GMC, the Medical Deaneries and NHS employers.

English language requirements

All international doctors registering with the GMC must meet the regulator’s stipulated scores in either the OET Medicine or IELTS Academic English language tests. This includes doctors applying to the MTI scheme. The scores are:

OET Medicine: grade B or above in each of the four papers (Speaking, Listening, Reading and Writing)

IELTS Academic: 7.0 or more in each of the four papers (Speaking, Listening, Reading and Writing) and a score of 7.5 or above overall.

IELTS VS OET

How difficult is this level to achieve?

A B in OET and a 7.0 in IELTS is an advanced level, equivalent to C1 on the Common European Framework of Reference used globally to describe language competence:

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.[1]

Many doctors have excellent English and may only need limited support to ensure they understand test formats, marking criteria and time management required when sitting the exam. Others may need to work on their language skills, vocabulary and grammar before focusing on the test specifics.

[1] https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

OET Medicine and IELTS preparation for international doctors

SLC has supported hundreds of doctors to achieve the scores they need in OET Medicine and the IELTS Academic test, working with NHS employers, NHS England and individuals around the world since 2015.

We provide one-to-one coaching, small group training and lots of expert digital study content. Courses include level assessment, specialist tutors, and learning materials that can be accessed and downloaded on all devices.

OET Preparation

IELTS Preparation

Find out more

If you’re an employer or individual doctor looking for support, you’re in the right place. Contact us to discuss your requirements and what options are available.

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Using assignments and discussion forums on the SLC teaching platform

Using assignments and discussion forums on the SLC teaching platform

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If you use SLC’s digital materials, you’ll be able to use a wide range of features that enable you to give great lessons and courses.

In this article, we’ll look at two of those features.

1. Assignments

All teachers set assignments for their students, typically either homework based on what they covered in a lesson, or some preparatory work ahead of the next lesson.

On the SLC teaching platform, you can set an assignment using both the digital materials available and/or your own materials which you can upload.

It’s very easy. Set the assignment – start date, end date, instructions – and select the unit or sub-unit from the course you would like the group to do. Alternatively, or in addition, upload your own materials – pdfs, word docs, powerpoints, images, audio, video – and add them to the assignment. You can add several parts to the assignment, combining SLC materials and your own. 

The default is for all students to be set the assignment, but you can select only some of them should you wish.

Once the assignment has been set, you can track students’ progress. You can see on the platform whether a student has opened and/or completed it. When a student submits the assignment, you receive a notification in your platform Message Centre.

When you open the completed assignment, you will see the score they achieved if the work is part of the SLC course. You can leave feedback via text or voice. Your students receive a notification in their message centre inbox when you do this.

Assignments in SLC teaching platform

2. Discussion forums

An excellent feature of the teaching platform is the ability to set discussions for students to contribute to between (and during) lessons.

Teachers can create discussions for assignments, enabling students to collaborate as they work on what has been set.

Teachers can also set discussions independently for students to add their thoughts and comments to. You and your students can leave messages, as well as share files.  

Students and teachers are notified of new comments in a discussion via the Message Centre notifications icon on the screen, as well as for each assignment within the Message Centre.

In conclusion

Using assignments and discussions allows teachers to engage and motivate their students in their course, in and out of lessons. As the platform is available via the course app, everyone can access them on their phone, offering great convenience and accessibility.

These are just two of the many features available to teachers so they can give rich, motivating Medical Englsh and exam preparation courses.

Book a tour

Want to see how the platform works?

Get in touch or book a demo with one of the team. We’ll give you a tour of the platform, show you how teachers use it and go through all your questions.

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How can I book one-to-one and group language and communication skills training?

How can I book one-to-one and group language and communication skills training?

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Language training can transform careers in healthcare. It provides learners with the tools they need to effectively communicate with patients and colleagues at work, carry out research projects, join international teams, and access overseas work and study opportunities.

This is true as much for beginner level students building a foundation in a new language as it is for advanced speakers working on developing high level communication skills, giving presentations or writing articles.

Commissioning language training

If you’re looking to procure language training for your staff, it’s important to get clear on a number of things from a prospective supplier. These include:

  1. What’s the initial diagnostic / needs analysis process?
  2. How flexible is the training schedule?
  3. What are the teachers like? What are their minimum qualifications? Experience?
  4. What experience does the company delivering the training courses you’re looking for have? Healthcare is a specialist field, so this is important.
  5. What materials do you use?
  6. What do learners do between lessons? How easy is it for them to carry out assignments or access materials? Can they do this on their phones, for example?
  7. How do measure progress? What feedback do you take?
  8. Can I see / track what my staff are doing on their courses?
  9. What happens once the course is finished? Is it certificated?
  10. What does the price include? Does it cover everything, so no hidden extras?

The SLC process

When we work with you, the client, we provide as clean and clear a process as possible.

  1. We have an initial discussion on what you are looking for and what the outcomes should be. This is followed by a detailed proposal setting out how the learners will achieve those outcomes and what service level you can expect from us.
  2. Online needs analysis forms which include a link to a secure online English language assessment are sent to learners. These are submitted and collated by the Academic team and shared with the teacher.
  3. A lesson schedule is agreed which maps to learner availability. This is created on the academic management system and shared with you.
  4. If SLC digital materials are used, a client-branded area is created on the LMS, with access given to clients so they can track their learners’ progress where required.
  5. The lessons are delivered online, with the teacher submitting attendance, notes on what was covered, what progress was made and whether there were any issues. Clients can access these at any time.
  6. Regular progress checks are made during the course, with results being added to the academic management system. Any concerns are reported to the client.
  7. Feedback is taken at mid-course and any changes made where appropriate to the course design.
  8. At the end of the course, progress is assessed, feedback taken, certificates shared, and next steps, e.g. booking an exam, agreed.

You are included throughout the process and are aware of attendance, progress made, any potential issues and what is being done to address them. You know whether your learners have achieved the outcomes set and where they are falling short, what can be done. You have one clear point of contact throughout who will work consistently to ensure the success of the course.

Types of language training offered

  • Exam preparation – OET, IELTS, PTE
  • Communication skills development
  • Medical and Nursing English
  • General English development
  • Academic English development

OET Preparation

IELTS and PTE Preparation

Medical English Preparation

Find out more

Please contact us to discuss any language training needs you have. We will arrange a call to go through the details of what you’re looking for and send a comprehensive proposal for you to consider. 

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Women In Healthcare

Top 7 Most Influential Women in Healthcare

Top 7 Most Influential Women in Healthcare

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Throughout history, women have been at the forefront of healthcare, making groundbreaking contributions that have transformed medical practices, saved countless lives, and advanced the well-being of humanity. Their perseverance and innovations have paved the way for better healthcare worldwide. Below, we highlight some extraordinary pioneers whose legacies continue to inspire and shape the future of medicine.

1. Florence Nightingale (1820–1910): The Founder of Modern Nursing

Often referred to as "The Lady with the Lamp," Florence Nightingale revolutionized nursing during the Crimean War by implementing hygiene practices that drastically reduced infection rates. She established the Nightingale Training School for Nurses, creating a professional pathway for women in healthcare. Her legacy remains central to nursing education and practice worldwide.

2. Marie Curie (1867–1934): Pioneer of Radiology

Marie Curie’s research on radioactivity earned her two Nobel Prizes in Physics and Chemistry, making her the first person to receive Nobel honors in two scientific fields. Her discovery of radium and polonium laid the foundation for cancer treatments and medical imaging technologies. During World War I, she also developed mobile X-ray units, saving countless lives on the battlefield.

3. Elizabeth Blackwell (1821–1910): The First Female Doctor in the U.S.

Elizabeth Blackwell shattered barriers by becoming the first woman to earn a medical degree in the United States in 1849. She advocated for women in medicine and established the New York Infirmary for Women and Children, providing care to underserved communities and offering training opportunities for female physicians.

4. Virginia Apgar (1909–1974): Innovator in Neonatal Care

Virginia Apgar developed the Apgar Score, a quick and effective tool used to assess a newborn's health immediately after birth. This innovation, introduced in 1952, revolutionized neonatal care by providing a standardized method to identify infants needing urgent medical attention. Her work has saved millions of lives and remains a cornerstone of modern obstetrics.

5. Clara Barton (1821–1912): Founder of the American Red Cross

Known as the "Angel of the Battlefield" for her heroic efforts during the American Civil War, Clara Barton later founded the American Red Cross in 1881. Her dedication to disaster relief and humanitarian aid established an enduring organization that continues to provide life-saving assistance globally.

6. Mary Seacole (1805–1881): A Pioneer of Battlefield Nursing:

A Jamaican-born nurse and businesswoman, Mary Seacole provided essential medical care to British soldiers during the Crimean War. Despite facing racial discrimination, she established the "British Hotel," a medical facility near the battlefield where she treated wounded soldiers with innovative healing techniques. Her contributions were crucial to the war effort, and she is now recognized as a trailblazer in nursing and humanitarian care.

7. Betsi Cadwaladr (1789–1860): A Welsh Nurse Who Served in the Crimean War

A determined and fearless nurse, Betsi Cadwaladr volunteered to work on the frontlines of the Crimean War, where she clashed with Florence Nightingale over the management of hospital care. She worked tirelessly to improve sanitation and provide direct care to wounded soldiers, earning their respect and gratitude. Her contributions to battlefield nursing remain an essential part of British medical history.

Other Notable Women in Healthcare

  • Rosalind Franklin (1920–1958): A Key to DNA Discovery
    Her pivotal X-ray diffraction work revealed DNA’s double-helix structure, laying the foundation for advances in genetics and medical research.

  • Rebecca Lee Crumpler (1831–1895): The First Black Female Physician in the U.S.
    Rebecca dedicated her career to underserved communities, particularly freed slaves, and authored A Book of Medical Discourses, one of the earliest medical texts by an African American.

  • Mary Eliza Mahoney (1845–1926): The First Black Professional Nurse in the U.S.
    Mary Eliza was a trailblazer for diversity in healthcare and co-founded the National Association of Colored Graduate Nurses.

  • Dr. Helen Brooke Taussig (1898–1986): A Pioneer in Pediatric Cardiology
    Helen’s work on “blue baby syndrome” saved countless infants, establishing her as a leader in the field of pediatric cardiology.

  • Dame Cicely Saunders (1918–2005): Founder of Modern Hospice Care
    Cicely’s emphasis on dignity and pain management transformed end-of-life care through the hospice movement.

Conclusion

The remarkable contributions of these women have reshaped healthcare and improved lives globally. Their innovation, courage, and compassion continue to inspire generations, reminding us of the essential role women play in advancing medicine. Let us honor their achievements, not just on March 8th, but throughout the year, as we strive to build a more inclusive and impactful future in healthcare.

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What is Clinical Communication?

What is Clinical Communication?

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Clinical communication describes the interactions between healthcare professionals, patients or service users in the case of social care, and their families.

Clinical communication is very different to everyday communication, and the skills required to navigate what can be very challenging conversations are quite specific. Using strong clinical communication skills is widely acknowledged to be fundamental to the delivery of consistent, positive, safe, patient-centred care that achieves good health outcomes.

In this first article, we will look at five common features of clinical communication.

5 key features common to clinical communication

While there may be many thousands of variations in conversations with patients, there are features consistent to them all.

  1. Outcomes focused

There is a purpose to clinical communication, whether it be to gather information ahead of making a diagnosis, give information about treatment options, or make decisions about care. Effective clinical communication forms a pathway to that outcome. It therefore has direction, structure and is delivered in such as way to bring the patient with you on that journey.

  1. Empathic

Showing respect and building rapport and trust is vital for developing an open, outcomes-focused dialogue. This can be achieved by asking a range of open questions, using reflective listening techniques, and providing reassurance and empathy by showing you understand the patient’s perspective.

  1. Inclusive

Including the patient in decisions about their healthcare is also essential to achieving a positive outcome. Avoiding technical vocabulary and jargon and explaining healthcare in clear comprehensible terms is important, as is demonstrating cultural sensitivity to how patients approach healthcare.

Including patients and their families in decisions allows them greater ownership of their health, enables them to take on difficult situations better, and to work in partnership with healthcare professionals.

  1. Professional

While emphasizing empathy and respect, it’s important to maintain a professional tone when in conversation, avoiding making any judgements or expressing personal views that might affect the patient’s view of their situation.

Any dialogue must also follow ethical principles, be confidential, and provide accurate information that meets both professional standards and legal obligations.

  1. Structured

Clinical communication often follows communication frameworks that enable healthcare professionals to navigate challenging conversations with consistency and clarity. Examples include SBAR (Situation-Background-Assessment-Recommendation) for communicating information and SPIKES (Setting-Perception-Invitation-Knowledge-Emotion-Strategy and Summary) for breaking bad news. Again, these frameworks enable healthcare professionals guide their patients towards desirable health outcomes.

The content of healthcare conversations has infinite variety, but the adoption of these five features enables healthcare professionals to communicate effectively and achieve more positive healthcare outcomes for their patients wherever possible.

Want to discuss how clinical communication skills training can work for your staff? We work with doctors, nurses, carers and AHPs to improve their communication with patients, service users and their families. 

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English paper learning vs digital learning

Should you choose a paper-based or digital Medical English course?

Should you choose a paper-based or digital Medical English course?

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Medical students can find it hard to engage in anything that is not clinically focused. This includes Medical English, an essential part of most undergraduate Medicine degrees. This article looks at what kind of course – paper-based or digital –  will best engage and motivate today’s students.

The problem

Medical students often have high levels of English from their time at school, as well as exposure to mass media and travel. However, they may also have poor clinical communication skills, gaps in more technical vocabulary, and lack the skills to write formally, necessary when writing research articles, for example.

Medical English teachers therefore need to cover a lot of ground in a short time to make sure doctors are prepared to enter a world where English is the lingua franca – whether it be treating international patients, working with international colleagues, reading journals, attending conferences, or taking opportunities to work in other countries.

Medical English, however, can be a little dry and this is a problem if your students are bright and easily bored. It’s important to work with materials that engage and motivate them.

Option 1: Paper-based Medical English coursebooks

There are some good coursebooks on the market – clearly set out, well-organised, with a wide range of content.

However, most publishing companies haven’t invested in their Medical English portfolio recently. Many of the Medical English course books used in medical schools around the world were published at least 15 years ago and look and feel dated. Not ideal for a generation of learners constantly using technology to discover answers to their questions.

As a result, teachers have increasingly turned to the internet to source materials they can use to supplement their books. It’s an incredible resource of course, but a lot of work for teachers to be continually finding fresh material, quality assuring it, creating activities and bringing them all together in a coherent course, rather than a series of disconnected lessons.

Option 2: Digital Medical English coursebooks

A well-written digital course has the potential to combine the best of what paper-based books offer with highly engaging online content.

A digital course can provide clear structure, the sort of thing that is recognisable from a classic coursebook. There should be units and sub-units, a wide variety of inputs and activities, language that is introduced then recycled and recontextualised, a broad focus across vocabulary, grammar, communication and language skills development, and regular testing on key target language.

So far so good, but similar to familiar paper-based options, so why consider changing? This is where the differences kick in.

Unlike a classic coursebook, a digital course provides a rich, multimedia learning experience, both for the teacher and students. You and your students can watch videos, listen to embedded audio files, link to websites and download files. In the activities, rather than write words into gaps, you can also drag and drop, resequence and categorise them – a much more engaging, tactile experience. You can have the course on multiple devices, including your phone, so no need to carry heavy books around.

What’s best for teachers?

Paper-based books bring familiarity and certainty. Opening the book at a well-worn activity is easy and requires minimal preparation. However, while a digital course can also offer familiarity after it has been used for a certain period of time, it can also empower teachers much more than a paper-based book ever can.

On the SLC digital teaching platform, for example, teachers can add their own content to the course, set digital assignments for students to submit, and set discussion forums for students to contribute to. They can leave feedback and voicenotes, send messages via the chat, pull reports of student activity and see at a glance how everyone is doing.

Creating unique courses

With a modular course like SLC’s English for Doctors, teachers can use the platform tools to select which units and sub-units the students should do and in what order. In this way, they can map the content to the students’ clinical syllabus or a pre-existing Medical English programme. Each course therefore becomes unique, reflecting the specific needs of every group.

Teaching and learning on these courses then becomes a richer, more satisfying experience for everyone involved. Motivation levels are higher, and students learn more effectively through stronger levels of engagement, both in and out of the classroom.

In conclusion

Some teachers worry that using a digital course in the classroom will be difficult and unsatisfactory. They lack the reassuring familiarity of paper-based coursebooks. However, the opposite is true. With a little thought and some support – SLC provide onboarding and ongoing mentoring to all teachers using our courses – your classroom practice and your students’ learning experience can be truly transformed.

Get in touch for more details and to discover how SLC’s digital courses can work for you, your team and your students.

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Online course

Using a digital course in a classroom environment

Using a digital course in a classroom environment

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This article sets out a number of ways a teacher can use digital Medical English content with their students in a physical classroom. 

Using a digital course with Medical English students makes all kinds of sense. Content is dynamic, multimedia and engaging. It works on all devices, is portable, downloadable and updateable. On the SLC platform, teachers can add their own content, set assignments and discussion forums, leave feedback and reset student work.

However, many teachers haven’t used a digital course before, especially in a classroom with students, so here are some tried and tested strategies and activities they can think about. The examples refer specifically to the Medical English classroom.

Classroom Strategies

  1. Flipped classroom: Set students work to do on the digital course before the classroom lesson takes place. This can be anything from vocabulary to grammar to skills work. Students work individually. You can log in to see their work before the lesson begins. In the classroom, go through the work covered, asking students to contribute answers and ideas. Then practise the target language through quizzes, role plays and problem-solving activities, either from the course or from your materials (which you can upload onto the platform). Students work in small groups and feedback to the classroom. 
  2. Collective answers: Share the course page, either on the whiteboard where everyone can see it, or if not possible, on your and your learners’ devices. Go through the activities together, asking students to take turns to shout answers out for you to input. Submit the answers at the end of the activity and review any errors.
  3. Active integration: Alternate between individual and group tasks to ensure collaboration and change the dynamic in the classroom. For instance, students can work individually on digital activities on their devices and then discuss their answers with a partner.
  4. Maintain a connection to real-life scenarios: Emphasize how the content applies to real-world medical practice. Analyse the clinical communication videos and discuss the language used. Then adapt them in role-plays that reflect hospital or clinic scenarios.
  5. Map to clinical syllabus: Align the order you cover units to match what students are doing in their clinical education – the teaching platform allows you to reorder the content. Discuss any language issues they might encounter when in a clinical environment.
  6. Gamification: Introduce competitive elements like quizzes, races, or team-based challenges based on the course content to make learning more dynamic.
  7. Reflective Practice: Ask students to reflect on their learning, discussing how they can apply medical terminology and communication skills in their future roles. Ask them to keep a learning diary where they make a note of their thoughts and plans.

Classroom Activities

Here are some interactive classroom activities tailored to digital Medical English course content:

  1. Role-Play Scenarios
    • Objective: Practice clinical communication and terminology.
    • Setup: Assign roles such as doctor, nurse, or patient. Use the digital course inputs (e.g. video, audio or transcripts) to set up realistic scenarios.
    • Activity: Students act out the scenario in pairs or small groups, focusing on accurate use of medical terms and appropriate patient communication. Others provide feedback and ideas for improvement at the end. Note the key learning points for everyone.
  1. Diagnostic Discussions
    • Objective: Apply medical terminology to problem-solving.
    • Setup: After completing a section on symptoms or diagnoses, present a related case study.
    • Activity: Students analyse the case in small groups, discussing possible diagnoses and treatments using the vocabulary and phrases from the course.
  1. Interactive Quizzes with a Twist
    • Objective: Reinforce terminology and concepts.
    • Setup: Use multiple-choice or gap-fill activities from the digital course, but adapt them into a quiz game (e.g., “Kahoot!” or a points-based team challenge).
    • Activity: Teams compete to answer correctly, encouraging a lively classroom environment.
  1. Diagram Labelling Race
    • Objective: Enhance understanding of anatomy and medical processes.
    • Setup: Use diagrams from the course and create an interactive labelling task.
    • Activity: Teams race to correctly label diagrams projected on a screen, so encouraging quick recall and collaborative learning.
  1. Patient Case Presentations
    • Objective: Develop clinical communication and presentation skills.
    • Setup: Students prepare short presentations based on scenarios and cases provided in the course.
    • Activity: Each student or group presents their case, explaining symptoms, diagnosis, and treatment in clear medical English. Provide opportunity for peer feedback and then whole class feedback. Note the key learning points.
  1. Group Brainstorming on Hospital Scenarios
    • Objective: Build confidence in hospital communication.
    • Setup: Pose a challenge, e.g. a difficult patient interaction or a multi-disciplinary team meeting.
    • Activity: Groups brainstorm how to respond using appropriate language and terminology, referencing course inputs for support.

Homework or Extension Activities

  • As above, assign a reflective journal where students write about what they learned from the digital course each week and how they can apply it in their medical practice.
  • Create discussion threads or forums on the platform where students can share and discuss research articles or cases relevant to the course content. These can be time-limited or ongoing. 

Incorporating these strategies and activities will not only maintain student engagement but also ensure they develop practical skills for their future roles.

SLC provides free teacher training – both onboarding and ongoing mentoring and advice – for all teachers using our digital courses.

Get in touch for more details and discover how it can work for you and your team.

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Overseas healthcare staff

EDI and overseas trained staff in the NHS

EDI and overseas trained staff in the NHS

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This article looks at the NHS’s commitment to EDI and asks whether the ambitions it expresses can be fully realised given the experiences of many overseas trained staff working in the service – and if not, what needs to change.

EDI in the NHS

The NHS recognises that having a strong commitment to EDI – Equality, Diversity and Inclusion – in the healthcare workforce makes all kinds of sense. It acknowledges firstly the enormous diversity across the UK’s healthcare staffing and patient populations and secondly, that proactive EDI policies can drive positive change and deliver excellent standards of care at all levels.

EDI supports open cultures that recognise and celebrate difference. It recognises that diverse teams make better decisions, produce better solutions, reduce staff turnover, reduce workplace conflict, and attract good people. Care is more efficient, safer and has better outcomes.[1]

The 2022 Messenger Report on NHS leadership, the 2023 NHS equality, diversity and inclusion (EDI) improvement plan and 2024 NHS Confederation Briefing clearly set out some of the issues EDI seeks to address – including disproportionate bullying of minority groups[2], the cost to the NHS of that bullying (estimated as a significant percentage of £2.281 billion total in 2019[3]), and widespread evidence of considerable inequity in experience and opportunity for those with protected characteristics.

The documents set out the advantages of a commitment to EDI and recommend a series of actions, including the embedding of inclusive leadership practice, a stricter enforcing of existing measures to improve equal opportunities and fairness, and an implementation of fair and inclusive recruitment processes and talent management strategies that target under-representation and lack of diversity.

[1] https://pubmed.ncbi.nlm.nih.gov/30765101/, https://nhsproviders.org/news-blogs/blogs/equality-diversity-and-inclusion-are-no-luxury-for-the-nhs
[2] NHS Workforce Race Equality Standard (WRES) 2022 data analysis report for NHS trusts shows growth in BME staff from 17.7% to 24.2% between 2016 and 2022, driven to a certain extent by an increase in internationally educated nurses and doctors working across the service. The same report shows that BME staff experience a greater number of incidences of workplace bullying experienced by BME staff – 27.6% compared with 22.5%. Similar discrepancies are reported for disabled and LGBT+ staff.
[3] https://www.nhsconfed.org/publications/investment-not-drain-edi-nhs
Image source: https://www.england.nhs.uk/wp-content/uploads/2023/06/edi-improvement-plan-easy-read.pdf

Empowering overseas trained staff as part of EDI improvement

Clearly, any EDI plan must include a commitment to internationally recruited staff. The NHS EDI improvement plan states this explicitly: 

Since its inception in 1948, the NHS has benefitted from the expertise, compassion and commitment of internationally recruited healthcare professionals. A warm welcome and comprehensive induction and pastoral support package will make them feel valued from the start and help retain this staff group.

The plan includes a number of measures designed to achieve this, but there are important omissions.

What’s included in the EDI plan

  1. International recruits must receive clear communication, guidance and support around their conditions of employment; including clear guidance on latest Home Office immigration policy, conditions for accompanying family members, financial commitment and future career options.
  2. Comprehensive onboarding programmes must be created for international recruits.
  3. Line managers and teams must maintain their own cultural awareness to create inclusive team cultures that embed psychological safety.
  4. International recruits must have access to the same training and development opportunities as the wider workforce and must be proactively supported by line managers.

What’s not included in the EDI plan

Staff who are recruited from abroad are often less likely and less willing to raise concerns and admit mistakes, an issue worsened if they have experienced any form of workplace bullying. This issue has been documented anecdotally[1] and recognised by the National Guardian for the NHS who are currently conducting a national Speak Up Review with overseas trained staff[2]. It was further raised by diaspora nursing group leaders (Indian, Filipino, Nigerian) at the OET Forum I attended in London in October 2024. The reluctance to speak up is clearly a challenge to the successful implementation of EDI policies.

There are a number of factors at play here.

  1. Many overseas trained staff feel their communication skills are inadequate to express themselves accurately and therefore be heard and understood in what can be a very high stakes conversation with a manager.
  2. As part of this, many don’t consider their English language skills to be strong enough to voice a complaint or concern effectively and confidently.
  3. Healthcare structures in their home country may be more hierarchical and there are associated cultural barriers to feeling able to speak up.
  4. Overseas trained staff are worried about the consequences of speaking up in a working environment they don’t yet fully understand or feel psychologically safe in.
[1] For example https://www.rcn.org.uk/magazines/Advice/2022/Jan/Supporting-and-retaining-international-recruits
[2] https://nationalguardian.org.uk/wp-content/uploads/2024/03/Terms-of-Reference-Overseas-Trained-Workers-Speak-Up-Review.pdf

What to do about this

  1. Recognise the language issue

The fact that many international recruits have passed a formal English test such as OET or IELTS does not mean they have the language skills or the confidence to communicate freely on sensitive matters.

The exams they take are very ‘teachable’ and learning programmes focus very much on the test experience, developing the language, techniques and strategies required to achieve the scores required by the GMC, NMC, HCPC, etc. The levels required are high – with the notable exception of carers, where the visa requirement is an intermediate B1 level [1] – but the language learnt doesn’t necessarily cover the vocabulary and expressions needed at work, especially when navigating difficult conversations.

  1. Embed targeted language and communication skills training

Working with language and communication skills trainers on courses that focus on the language needed to manage a variety of challenging conversations gives participants the tools and confidence to express themselves and better fulfil on the Freedom to Speak Up. Sessions should consist of input, practice, experimentation, problem solving and provide a space for international recruits to ask questions they might feel embarrassed asking colleagues.

  1. Embed cultural competence training

Not only is it important for internationally recruited staff to understand British life and culture in and out of the workplace, it is also important for their managers and colleagues to understand their cultures in turn.

Cultural competence training therefore works both ways. It acts as a space for everyone to discover and understand a wide range of beliefs, perspectives and approaches to a multiplicity of areas – from care provision to decision making, to accessing health, to turn taking in conversation to engaging with diverse communities, family roles, even food.

  1. Ensure and ongoing dialogue.

Ensure managers are talking to international staff on a regular and predictable basis. There must be a safe space for concerns to be raised, questions to be asked and misunderstandings to be addressed. Successful implementation of EDI training can never be a question of parachuting in, delivering a discrete course, and then hoping for the best. It’s an ongoing conversation that needs ongoing nurturing.

Notes

SLC has supported overseas trained healthcare professionals since 2014 to improve their healthcare-specific English language and communication needs and it is our experience in this field which informs this article.

Through the many thousands of conversations we’ve had, we see the issues listed above and are keen to work with healthcare employers to support staff and build stronger, more inclusive workplaces that work for everyone.

[1] https://www.linkedin.com/pulse/b1-english-level-requirement-uk-health-care-worker-visa-chris-moore-smgle/
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Hyperbaric oxygen

Lesson Plan: Hyperbaric oxygen and PTSD

Lesson Plan: Hyperbaric oxygen and PTSD

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Topic: talking about hyperbaric oxygen and PTSD

Timing: 30–60 minutes

Lesson type/focus: vocabulary, pronunciation and reading, listening extension

Overview

The focus of this lesson is hyperbaric oxygen and PTSD. The speaking activity gives students the opportunity to share their knowledge of the topic. The vocabulary activities review key vocabulary and pronunciation of the terms. The reading activity introduces some more related language and practises reading for specific information.

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Suggesting lifestyle changes

Suggesting Lifestyle Changes

Suggesting Lifestyle Changes

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Discover the key phrases for suggesting lifestyle changes to patients. Improve your communication skills in medical English with this guide.

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Talking about adverse reactions

How to explain medications in English

How to explain medications in English

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Understand how to talk about medication in medical English. This video is a valuable resource for medical professionals and students.

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Medical terms vs everyday terms

Medical terminology VS Everyday terms

Medical terminology VS Everyday terms

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Discover the differences between medical terminology and everyday language. Enhance your understanding and use of medical English.

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

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Lesson Plan: Evidence of Christmas Spirit

Lesson Plan: Evidence of Christmas Spirit

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The focus of the lesson is the effect on the brain of taking part in religious festivities – in this case Christmas. The speaking warmer introduces the topic and gives students the opportunities to share their current knowledge and vocabulary on the topic and related topics.

Level: B1/B2
Sector: medicine, nursing, other
Medical Area: tests and assessment 
Skill focus: reading, vocabulary

Part 1: speaking warmer

Discuss questions 1 – 3.

  1. Do you celebrate religious holidays?
  2. If yes, what sort of activities bring the spirit of the holiday for you? 
  3. Do religious holidays always make people happy? If yes, why do you think so?
    If no, why do you think so?

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Reach OET B Nursing thumbnail

Syllabus: Reach OET B Nursing

Syllabus: Reach OET B Nursing

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Get ready for OET Nursing with the UK’s leading OET preparation provider. Reach OET B Nursing is for nurses who want to achieve a B grade in the Occupational English Test.

Reach OET B Nursing includes over 150 hours of expert preparation for the 4 papers covering language and test techniques, lots of test questions, 4 live lessons every week with specialist teachers, an extensive video lesson library, 3 full timed practice tests, and examples of corrected Writing tests. 

Selecting the Premium option gives you 5 x one-to-one lessons with an OET Nursing expert teacher. This enables you to target the areas you need to improve on and increase your scores fast. 

Reach OET B Nursing students benefit from the SLC Progress Promise. Even when your subscription has finished, you can still attend the 4 live lessons every week. This means you can continue to study and revise with our expert teachers and other OET students until you’re ready to sit your test.

SLC was the first accredited OET Premium Provider in Europe. We have helped hundreds of nurses achieve the scores they need to pass OET.

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Reach OET B Medicine

Syllabus: Reach OET B Medicine

Syllabus: Reach OET B Medicine

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Prepare for OET Medicine with the UK’s leading OET preparation provider. Reach OET B Medicine is a flexible online study course giving doctors the language, skills and techniques they need to achieve a B grade in the Occupational English Test. 

Every Reach OET B Medicine package includes over 150 hours of expert preparation for the 4 papers, 4 live lessons every week with experienced, specialist OET teachers, a video lesson library, 3 full practice tests, and examples of corrected Writing tests. Plus, you can add 5 x one-to-one lessons with an OET expert to focus on where you need to improve most. 

Reach OET B Medicine subscribers also benefit from the SLC Progress Promise. Even after your subscription has finished, you still have access to the 4 live lessons every week, so you continue to study, review and revise with our expert teachers and fellow OET students.

We want you to know that we’re with you all the way to achieving success in your OET Medicine test.

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Heart - Handout

The Heart & Cardiovascular Terms

The Heart & Cardiovascular Terms

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Understand the heart, its functions, and common cardiovascular diseases. Improve your medical English with this comprehensive guide.

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The Chest & Respiratory Terms

The Chest & Respiratory Terms

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

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Blood - Handout

Medical terms: Blood

Medical terms: Blood

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Dive into the world of blood, and essential medical terms. Enhance your medical English knowledge with this informative video.

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

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Blood test - Handout

Types of blood test

Types of blood test

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Learn how to explain a blood test in clear, professional Medical English! This video covers essential vocabulary, phrases, and tips to help healthcare professionals effectively communicate test results to patients.

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The content in this video is taken from the following course:

Enhance your medical language and communication skills with this comprehensive 100-hour professional English course. English for Doctors gives you the essential language you need to study, work, and network internationally in an English-speaking healthcare environment. Enroll today and take the next step toward advancing your career!

English for Doctors

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Explaining vital signs - Handout

Medical English: Explaining Vital Signs

Medical English: Explaining Vital Signs

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

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Medical English Courses

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Discussing surgery

Discussing surgery terminology in English

Discussing surgery terminology in English

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In this video, we cover essential phrases to explain surgical procedures. Learn key language to use with patients and boost your medical communication skills. Perfect for healthcare professionals and students!

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This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Pain

Medical terms for pain

Medical terms for pain

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Master medical terminology for describing different types of pain. This video is essential for medical professionals and students.

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Female reproductive system

The Female Reproductive System: Medical terminology

The Female Reproductive System: Medical terminology

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Learn about the female reproductive system, its anatomy, and related medical terms. Perfect for medical English students and professionals.

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

Download the handout from this video here:

Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Medical conditions

Vocabulary: Medical Conditions

Vocabulary: Medical Conditions

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Explore English medical terminology for common medical conditions. Ideal for medical professionals and medical students wanting to improve their medical English vocabulary.

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Explaining a diagnosis

Medical Diagnosis in English

Medical Diagnosis in English

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Learn how to effectively explain a diagnosis in English. This video provides useful tips and key phrases for medical professionals.

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Enhance your medical language and communication skills with this comprehensive 100-hour professional English course. English for Doctors gives you the essential language you need to study, work, and network internationally in an English-speaking healthcare environment. Enroll today and take the next step toward advancing your career!

English for Doctors

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Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

By subscribing to SLC’s Medical English courses, you can enhance your language skills, improve patient care, and advance your career. Check them out:

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Internal Organs

Medical English Vocabulary: Internal Organs

Medical English Vocabulary: Internal Organs

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Learn how to pronounce the English medical terms for major internal organs in the human body. This video is perfect for medical English learners looking to expand their vocabulary and understanding of human anatomy.

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The content in this video is taken from the following course:

This online Medical Terminology course teaches hundreds of medical terms covering body parts, symptoms, conditions, treatments, and procedures. You’ll also learn how medical terms are formed, pronounced, and how they translate into everyday English. Enroll now to boost your medical language skills and communicate with confidence!

Medical Terminology

Download the handout from this video here:

Medical English Courses

Specialist Language Courses (SLC) offers comprehensive Medical English courses designed to meet the needs of healthcare professionals at various stages of their careers.

These courses cover essential topics such as medical terminology, patient communication, and clinical documentation. SLC’s courses are tailored to different medical professions, including doctors, nurses, and allied health professionals, ensuring relevant and practical content.

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Speech-language pathology

Top 10 Budget-Friendly Online Master’s in Speech Therapy for 2024

Top 10 Budget-Friendly Online Master’s in Speech Therapy for 2024

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Speech-language pathology (SLP) is vital to communication and therapeutic services in the highly dynamic healthcare landscape.

Whether aiding individuals with speech disorders, language delays, or swallowing difficulties, speech therapists play a significant role in enhancing the quality of life for their clients.

As demand for speech-language pathologists continues to grow, more professionals are seeking online master’s programs to advance their education in a budget-friendly manner.

Criteria for Selecting an Online Master's Program

As the demand for speech-language pathologists continues to rise, many aspiring professionals are seeking educational pathways that are both comprehensive and cost-effective.

Online course design of master’s programs in speech therapy offer a convenient and flexible approach to achieving the necessary qualifications, but the selection process can be daunting. Here are some essential criteria for selecting the budget-friendly online speech therapy master’s program.

Accreditation

The foremost criterion in selecting an online speech therapy program is accreditation. Accreditation by a recognized body, such as the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA), ensures that the program meets rigorous academic and professional standards.

Graduating from an accredited SLP program is crucial for obtaining licensure and ensuring that the education received is of high quality. Students should verify the program’s accreditation status through reputable sources before committing.

Tuition and financial aid

Cost is a primary concern for many students pursuing advanced degrees. When evaluating budget-friendly options, prospective students should analyze the tuition rates of various programs.

Additionally, they should explore available financial aid options, such as scholarships, grants, and student loans.

Many accredited institutions offer financial assistance for online learners, which can significantly alleviate the financial burden. It is advisable to contact the financial aid office of each institution for information on funding opportunities.

Aside from financial aid, they also give students tips for effective online study so students can make the most out of the program.

Program length and structure

The duration and structure of the program are critical for understanding the overall time commitment and financial implications.

Some online master’s programs may offer accelerated tracks that allow students to complete their degrees more quickly, potentially reducing overall costs.

Conversely, others may have a traditional two-year framework. It is essential to consider not only tuition costs but also the potential earning timeframe post-graduation.

Furthermore, students should review whether the program uses synchronous (live) or asynchronous (pre-recorded) classes, which can affect flexibility and the compatibility of learning styles.

Picture2

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Clinical practicum opportunities

Effective speech therapy education requires not only theoretical knowledge but also practical experience.

It is imperative to consider the availability and structure of clinical practicum opportunities within the program.

Some online programs may require students to find placements, while others may have established partnerships with local healthcare providers. This can impact both the accessibility and cost of clinical experiences.

Ensuring the program offers robust support for securing practicum placements is vital for meaningful and professionally relevant training.

Budget-Friendly Online Master’s Programs in Speech Therapy

If you are looking to enhance your qualifications without breaking the bank, you are in luck! Here are the 2024 cheapest online SLP master’s programs.

1. Texas Woman’s University

Texas Woman’s University offers a fully accredited online Master of Science in Speech-Language Pathology. Their curriculum emphasizes the empowerment of students with comprehensive speech and hearing science skills. The program also provides substantial online coursework to accommodate diverse student needs.

Moreover, Texas Woman’s University accepts students for practicum at the Speech Language and Hearing Clinic or the Stroke Center.

You can complete the program in about three to three and a half years, costing you $284 per credit (resident) or $692 per credit (non-resident). The CAA accredits the program.

2. Georgia State University

Georgia State University delivers an online Master of Science in Communication Sciences and Disorders that blends rigorous academic training with real-world clinical experience.

Students can expect to participate in both virtual coursework and in-person clinical placements, allowing them to acquire hands-on skills while maintaining a flexible schedule that fits around their work or personal life.

You will get your degree after two to three years of study. The program will cost you $284 per credit (resident) or $692 per credit (non-resident). It is accredited by the CAA.

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3. Florida Atlantic University

Florida Atlantic University’s online Master of Arts in Communication Sciences and Disorders program integrates innovative teaching methods and interactive learning experiences. Their emphasis on diversified clinical experiences and research participation provides graduates with a strong foundation in speech therapy practices, equipping them to meet the needs of a diverse clientele.

You will earn your degree after three years of study and pay $372 per credit (resident) or $1,027 per credit (non-resident). The program is accredited by the CAA.

4. East Tennessee State University

East Tennessee State University’s Master of Science in Speech-Language Pathology program is designed to be accessible and economical, featuring a hybrid model that includes online and in-person coursework.

The program’s model benefits students who may require flexibility due to job or family obligations.

Moreover, the program prioritizes community engagement through various service opportunities.

You can complete the program in two years, costing you about $805.50 per credit. The CAA accredits the program.

5. University of Arkansas at Little Rock

The University of Arkansas at Little Rock offers a dynamic online Master of Arts in Speech-Language Pathology. The program is fully accredited and recognized for its strong clinical outcomes. This program fosters an interactive online class and learning environment, ensuring that students receive a rich educational experience while also engaging with their peers and faculty regularly.

You will earn your degree after 32 months of study, costing you $396 per credit. The program is accredited by the CAA.

6. Tennessee State University

Tennessee State University provides an online Master’s Program in Speech and Hearing Science degree rooted in a solid clinical and academic framework.

The budget-friendly Master’s program emphasizes the importance of diversity within education and clinical practice, making it particularly appealing for future speech therapists interested in serving varied populations.

You will need four years of study to complete the program at $286 per credit. The program is accredited by the CAA.

7. University of South Florida

The University of South Florida offers a Master of Science in Speech-Language Pathology. The program features a combination of online coursework and in-person clinical practicum experiences.

With a strong focus on research and innovative practices, students are well-prepared to enter the field, and the program’s affordability makes it an enticing option for many.

The program length is variable and it will depend if you will enroll as a full-time or part-time student. The program will cost you about $347.91 per credit (resident) or $772.43 per credit (non-resident). The CAA accredits the program.

8. California State University, Los Angeles

California State University, Los Angeles, offers a Master of Science in Communicative Disorders. It is a comprehensive online master’s program designed to cater to the needs of adult learners, with its well-rounded curriculum covering all aspects of speech-language pathology.

The university’s commitment to affordability and cultural diversity makes it a standout choice among California’s numerous institutions.

You will earn your degree after two years of study, and you have to pay around $4,123 per semester. The program is accredited by the CAA.

9. Western Kentucky University

Western Kentucky University provides a reasonably priced online Master of Science in Speech-Language Pathology program that allows students to develop practical skills and theoretical knowledge in speech-language pathology.

The curriculum is structured to include crucial clinical practicum experiences, ensuring students gain pertinent hands-on training.

You will need four years of study to earn the degree, which costs you $607 per credit (resident) or $917 per credit (non-resident). The program is accredited by the CAA.

10. University of Northern Colorado

The University of Northern Colorado rounds out our list with an online Master of Arts in Speech-Language Pathology. The program is designed to prepare students for entry-level employment as speech-language pathologists.

It is delivered online through UNC’s Extended Campus, accommodating non-traditional students with work or family obligations.

You can complete the program in about three years, costing you about $618 per credit. The CAA accredits the program.

Advantages of Online Masters in Speech Therapy

The demand for skilled speech therapists continues to grow, making it an appealing career choice for many.

However, pursuing a master’s degree in speech therapy traditionally required a significant time commitment and financial investment.

Fortunately, advancements in online education are transforming this landscape, offering flexible and budget-friendly options for aspiring professionals.

Flexible learning environment

According to Expressable, one of the primary advantages of online master’s programs in speech therapy is flexibility.

Students can tailor their study schedules around personal and professional commitments, making it easier to balance coursework with work or family obligations.

Many programs offer asynchronous options, allowing learners to access lectures and materials at their convenience. This adaptability is especially beneficial for those juggling multiple responsibilities or residing in remote areas with limited access to traditional colleges.

Cost efficiency

Online master’s degrees often come with lower tuition rates compared to on-campus programs.

Additionally, students can save on commuting costs, housing expenses, and other fees often associated with attending a physical campus.

Institutions also provide more affordable resources, minimizing textbook expenses through digital materials.

Financial aid options, including scholarships and grants specific to online learners, further enhance affordability, making this educational path more accessible to various socioeconomic groups.

Growing job market

The career prospects for speech-language pathologists are robust. According to the U.S. Bureau of Labor Statistics (BLS), employment in this field is expected to grow significantly over the next decade.

BLS estimates that the employment of speech-language pathologists will increase by 19% from 2022 to 2032. This figure is faster than the average growth rate for all occupations. It also forecasts that there will be more than 13,200 job openings for speech-language pathologists annually over the decade.

The increase can be attributed to growing awareness of speech and language disorders and the aging population.

Completing an online master’s degree in speech therapy positions graduates to meet this growing demand, empowering them to make a meaningful impact in the lives of individuals in need.

Conclusion

Pursuing a Master’s in Speech Therapy can open many doors in a rewarding and growing field. With the expanding availability of online programs, it has become more feasible to obtain a degree while managing personal and professional commitments.

The 2024 cheapest online SLP master’s programs listed here can provide an excellent starting point for aspiring speech-language pathologists looking for quality education without financial stress.

Remember that investing in education is investing in your future—choose wisely, and you could find yourself stepping into a fulfilling career in speech therapy before you know it!

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Patient with two nurses

Using a Slide Sheet to Reposition a Patient in Bed

Using a Slide Sheet to Reposition a Patient in Bed

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This (B1-B2) lesson plan is for nurses and carers. It focuses on instructive language when repositioning a patient using a slide sheet.

Level: B1, B2,

Sector: nursing, care

Medical area: clinical communication,

Skill focus: speaking, vocabulary, pronunciation

Objective:
By the end of this lesson, students (A2 Level/Beginner) will be able to understand and use basic phrases and vocabulary related to repositioning a patient in bed using a slide sheet. They will also understand the importance of repositioning to prevent pressure ulcers and prepare the patient for eating.

Materials:
• Visual aids (pictures or diagrams of a slide sheet and patient repositioning)
• Slide sheet (for demonstration purposes)
• Whiteboard and markers
• Handouts with key phrases and steps
• Video transcripts for role-playing

Duration:
1 hour

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Leg injury

Recommendations for Self-Care After a Leg Injury

Recommendations for Self-Care After a Leg Injury

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Objective:
To enable nursing students to effectively communicate recommendations and instructions for self-care to patients with a leg injury. Focus on the use of language for recommending versus instructing.

Duration:
1 hour and 30 minutes

Materials:
• Whiteboard and markers
• Handouts with vocabulary and phrases
• Sample dialogue scripts
• Role-play scenarios
• Audio-visual aids (e.g., video clips demonstrating self-care techniques)

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Mom and kid with doctor radiography

Reassuring a Parent about a Paediatric Scan

Reassuring a Parent about a Paediatric Scan

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This (B1-B2) lesson plan is for doctors, nurses and radiographers. It focuses on the language used to reassure a parent about a child’s forthcoming scan.

Level: B1, B2,

Sector: medicine, nursing, radiology

Medical area: clinical communication, other

Skill focus: speaking, vocabulary, pronunciation

Objective:
Students will develop and practice communication skills to reassure an anxious parent’s concerns about their child’s upcoming abdominal scan.

Materials:

• Scenario script for role-playing (in student worksheet)
• Whiteboard and markers
• Student Worksheet 1 (Video dialogue activity and transcript)
• Video of a nurse addressing a parent’s concerns about their child’s abdominal scan (UK and US version)
• Projector or screen for video (if using)

Duration
90 minutes

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Refugee training

English Language and Communication Skills courses for Refugee, Asylum seeker and Migrant communities

English Language and Communication Skills courses for Refugee, Asylum seeker and Migrant communities

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We are proud to offer a wide range of tutored, self-study and blended learning courses to refugee, asylum seeker and migrant communities across the UK and internationally.

Courses are delivered online to enable learners to work with expert teachers and study content wherever they are. Courses are tailored to the needs and English level of learners.

Clients to date include Strategic Migration Partnerships in the East of England, Yorkshire and the West Midlands, RefuAid, Talent Beyond Boundaries, the Lincolnshire Refugee Doctor Project, Time to Help UK, and Groundwork.

Flyer English Language and Communication Skills courses for Refugee, Asylum seeker and Migrant communities
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Language Training For Refugees

We support refugee healthcare professionals by giving free access to our online medical English courses and by teaching them to pass the English language tests required to work in the UK.

We support refugees with little or no English by teaching them the language they need to find work and integrate into their communities.

Tuition takes place in SLC’s online classrooms, so enabling our expert teachers to work with students around the country, many of whom cannot get to traditional classrooms because of childcare commitments or inadequate public transport, for example.

While the refugees we work with have incredibly different stories to tell of how they came to the UK, they are united in their wish to settle here, get to know their neighbours and contribute to their communities and the wider nation.

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Mastering Communication in Social Care

Syllabus: Mastering Communication in Social Care

Syllabus: Mastering Communication in Social Care

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This short CPD-accredited course is for overseas carers working in residential care homes, nursing homes, supported living and domiciliary care. It provides them with the English language skills that will enable them to communicate confidently and effectively at work.

It covers a wider range of common scenarios, from introductions to talking about food and drink, toileting, mobility, pain, pressure area care, falls and mental health.

The course is online and optimised for mobile devices. It is media-rich with video, audio, voice-recording and interactive tasks throughout.

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Flyer English for Nursing Foundation

Flyer English for Nursing Foundation

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English for Nursing Foundation is for nursing students and professional nurses with an elementary or lower-intermediate level of English (A2-B1) who want to develop a strong foundation in profession-specific English language and communication skills.

English for Nursing Foundation includes sections on communicating with patients and colleagues, building medical terminology, describing symptoms, treatments and care, and using hospital-specific language, documents and forms.

The course develops your language in a wide range of common nursing scenarios, including patient admission, personal care, eating and drinking, mobility, pressure area care, treating pain, elderly care, falls and injuries, infection control, and mental health.

The course is image- and media-rich, with animated videos, audio with a range of accents, voice recording and playback, grammar, vocabulary and pronunciation sections, and a wide range of interactive tasks. It works seamlessly on all devices.

English for Nursing Foundation is accredited by the CPD Standards Office, whose professional qualifications are recognised throughout the world. You receive a CPD certificate on course completion.

English for Nursing Foundation
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Vitamin D

Sunlight and Vitamin D – the Australian experience

Sunlight and Vitamin D – the Australian experience

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This B2-C1 reading, listening, vocabulary and pronunciation worksheet practises related to Sunlight and Vitamin D – the Australian experience.

Level: B2 C1  
Sector: medicine, nursing 
Medical Area: symptoms, diseases and conditions, other 
Skill focus: reading, listening, vocabulary/idiom, pronunciation, grammar 

Vocabulary check: Do you understanding the following terms?

Match the terms to their correct meanings. Draw a line from the term to the correct meaning.

 to slop on

be enough

pitfall

unable to leave home, especially if unwell

circadian rhythm

inter-relationship between UV radiation and the body’s immune system

mood

likely mistake or problem

deficient in

containing a substance that gives something a particular colour

housebound

moderate or light tan skin tone

photoimmunology

lacking, not having enough of

pigmented

make liquid come out of a container and put it on the skin

olive skin

way a person feels at particular time

to suffice

natural process that controls when sleeping and eating occur in a 24 hour period of time

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woman with kidney disease

Kidney disease is not just a death sentence, you can live a full life

Kidney disease is not just a death sentence, you can live a full life

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This B2-C1 reading, listening, vocabulary and pronunciation worksheet practises related to ‘Kidney disease is not just a death sentence, you can live a full life 

Level: B2 C1  
Sector: medicine, nursing 
Medical Area: symptoms, diseases and conditions, other 
Skill focus: reading, listening, vocabulary, pronunciation 

Vocabulary check: Do you understanding the following terms?

Match the terms to their correct meanings. Draw a line from the term to the correct meaning.

 silent

a path or progression that resembles an upward curve

undiagnosed

a small change

minority

too large or too small in comparison to something else

counterpart

person with the same disease in another ethnic group

adjustment

happening without being noticed

trajectory

having an illness that hasn’t been recognised and named after examination

disproportionate

a smaller number of a group

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Grandmother with headscarf stroking dog

Dementia dogs

Dementia dogs

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This B2-C1 reading, listening, vocabulary and pronunciation worksheet practises related to Dementia Dogs.

Level: B2 C1  
Sector: medicine, nursing 
Medical Area: symptoms, diseases and conditions, 
Skill focus: reading, listening, vocabulary, pronunciation, grammar 

Vocabulary check: Do you understanding the following terms?

Match the terms to their correct meanings. Draw a line from the term to the correct meaning.

 animal-assisted therapy (AAT)

describes the way a person thinks

nonpharmaceutical

small-scale preliminary study before the main research is conducted

intervention

describes something that is almost the same as something else

pilot study

interaction with an animal as well as a therapist to explore feelings or put a person more at ease

quasi-

action of being involved in a situation to improve it

pre-post

dog that is trained to offer affection, comfort or support in a variety of settings

cognitive

describes evaluation of the effectiveness of therapy before and after an intervention

therapy dog

any type of intervention that is not based on medication

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Fake Xanax – Anxiety drug deaths an ‘escalating crisis’

Fake Xanax – Anxiety drug deaths an ‘escalating crisis’

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This B2-C1 reading, listening, vocabulary and pronunciation worksheet practises related to Fake Xanax – Anxiety drug deaths an ‘escalating crisis’.

Level: B2 C1  
Sector: medicine, nursing, pharmacy 
Medical Area: symptoms, diseases and conditions 
Skill focus: reading, listening, vocabulary/idiom, pronunciation 

Vocabulary check: Do you understanding the following terms?

Match the terms to their correct meanings. Draw a line from the term to the correct meaning.

 altercation

sudden period of severe anxiety in which the heart beats fast, a person has trouble breathing and feels as if something bad is going to happen

black market

type of drug that affects the mind

escalating

object made to look real or valuable in order to deceive people

counterfeit

similar to a temporary mental condition in which someone is not completely conscious

fake

aloud argument or disagreement

trance-like

increasing in price, amount or rate

psychoactive

made to look like the original usually for dishonest purposes (often refers to money)

panic attack

illegal trading of goods that are not allowed to be bought and sold

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Alzheimer

Alzheimer’s Disease (Not inevitable) – 30 Minute Worksheet

Alzheimer’s Disease (Not inevitable) – 30 Minute Worksheet

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This B2-C1 reading, listening, vocabulary and pronunciation worksheet practises related to the Alzheimer’s Disease (Not inevitable). 

Level: B2 C1
Sector: medicine, nursing, other
Medical Area: symptoms, diseases and conditions, other
Skill focus: reading, listening, vocabulary, pronunciation

Part 1: Vocabulary
Complete the definitions using terms in the vocabulary list.
CGI
to distil
fatalism
inevitable
metaphor
misconception
to raise awareness of something
sleep enhancement
to spot something
stop-motion

  1. ____________: expression that describes a person or object by referring to something that has similar characteristics
  2. ____________: creation of moving images by filming an object and moving it slightly frame by frame
  3. ____________: acronym for computer-generated imagery (pictures or characters which are created using a computer rather than drawing them by hand
  4. ____________: improvement in the quality of rest a person experiences
  5. _____________: belief that people cannot change the way events will happen and that events cannot be avoided

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William's syndrome

Santa’s Elves Managing William’s syndrome – 30 Minute Worksheet

Santa’s Elves Managing William’s syndrome – 30 Minute Worksheet

William's syndrome
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This B1-B2 listening, grammar, vocabulary and pronunciation worksheet practises related to Santa’s Elves (Managing William’s syndrome).

Level: B1-B2
Sector: medicine, nursing, care, other
Medical Area: symptoms, diseases and conditions, other
Skill focus: listening, grammar, vocabulary, pronunciation

Part 1: Vocabulary
Review the terms in the vocabulary list. The stressed syllables are in bold.
acrophobia
attention seeking behaviour
hyperacusis
pastoral care
pulmonary stenosis
supravalvular aortic stenosis (SVS)
trait
uninhibited

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Medical Ethics

Medical Ethics – 30 Minute Worksheet

Medical Ethics – 30 Minute Worksheet

Medical Ethics
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This B2-C1 reading and vocabulary worksheet practises reading for detail and reviews language related to medical ethics using Quizlet flashcards and activities.

A. Click the link and read the abstract. Then choose the correct answer for each question.

1. In cases of medical futility, physicians may decide to stop certain treatments

A. because patients request them to do so.
B. because patients’ relatives insist they continue.
C. because it is not in the best interests of the patient.

2. In some cases, physicians discontinue treatment

A. before looking at evidence about its benefit to the patient.
B. after developing an opinion that it might be pointless.
C. after reading an overview of its advantages.

3. In paragraph 2, the words no unanimity means

A. the statistics are not the same.
B. doctors do not share the same opinion.
C. the level of futility is anonymous.

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Teenage girl with acne problem

Acne – 30 Minute Worksheet

Acne – 30 Minute Worksheet

Teenage girl with acne problem
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This B1-B2 vocabulary worksheet reviews language related to acne using Quizlet flashcards and activities.

1. Go the Quizlet flashcards and do the activities.

2. Complete the summary using words from the Quizlet flashcards.

When oil and dead skin clog the pores of the skin, (1) _______________ can develop. The term for a single blocked hair follicle which looks like a bump on the skin is a (2) _______________ ; the plural form is (3) _______________ . Most people refer to them as (4) _______________ or spots. Small openings in the skin called pores, allow sweat and (5) _______________ (oil) to reach the skin surface. If they are not able to reach the surface of the skin, small, red bumps called (6) _______________ develop near the surface of the skin.

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Writing for Publication background

Syllabus: Writing for Publication

Syllabus: Writing for Publication

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This 30-hour course is for healthcare researchers, professionals and students who want to write research articles in English for submission to international journals.

Writing for Publication teaches the structure and language needed to publish. It describes the conventions used, analyses multiple examples, and provides tasks to complete. By the end of the course, participants will have a clear idea of what they need to do to have their research
successfully published.

The course focuses on quantitative research and has a strong, practical focus at all times. It breaks down the writing and publishing process into easily digestible sections. It is easy to follow and combines insight and expertise with humour and engaging activities throughout.

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Pressure ulcers

Lesson plan: Describing Pressure Ulcers

Lesson plan: Describing Pressure Ulcers

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In this lesson students learn the language used to describe pressure ulcers. It includes speaking, writing, reading & vocabulary activities.

B1-B2 level

Teacher Notes

●    Topic: describing pressure ulcers

●    Timing: 45–60 minutes

●    Lesson Type/Focus: speaking, reading, vocabulary and writing

Aims

●      Speaking: discuss and describe pressure ulcers

●      Reading: identify vocabulary, read for specific information

●      Vocabulary: learn/review language related to pressure ulcers

●      Writing: practise organising and presenting information

Overview

The focus of the lesson is describing pressure ulcers. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activity contextualises some of this language and practises reading for specific information. The vocabulary activities review key terms. The writing activity uses language from the lesson and students’ own knowledge to produce a piece of patient-centred writing.

Note: This lesson supports the language introduced in the following:

●       Course: English for Nurses

●       Unit: Pressure area care’

●       Module: ‘Pressure ulcers 1’ pages 5 to 7

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Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

  1. What are the risk factors for developing pressure ulcers?
    being over 70 years old (more likely to have mobility problems and fragile skin)
    bedbound – chronic illness, paralysis or after surgery
    obesity
    incontinent (urine and/or faeces)
    poor diet
    have a medical conditions that affects blood circulation, e.g. diabetes, peripheral vascular disease or kidney failure
  2. What can nurses do to prevent pressure ulcers?
    change position of bedbound patients frequently
    check skin integrity (condition of the skin)
    change incontinence pads frequently and/or toilet patients frequently
    ensure diet is adequate for needs
    use alternating pressure mattresses to redistribute weight and relieve pressure

    3. What advice would you give to patients to prevent pressure ulcers?
    change position frequently using arm lift exercises
    use gel cushions to redistribute weight
    monitor skin condition.

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Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Advanced Grammar for Healthcare Course

Syllabus: Advanced Grammar for Healthcare

Syllabus: Advanced Grammar for Healthcare

Advanced Grammar for Healthcare Course
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This Online Advanced Grammar for Healthcare course covers a wide range of grammar at advanced level. Your students learn how it is applied to the language of healthcare, so they can express complex ideas accurately and effectively.

Units include how to use the perfect simple and perfect continuous in the past, present and future; construct a wide range of complex conditionals; use modal verbs to express ideas such as uncertainty, probability, obligation as well as give advice, make suggestions and offers; use articles and conjunctions correctly; and use adjectives in a range of different constructions.

This course enables the students to understand and use grammar at a high level – when writing texts or communicating with patients and colleagues, when reading research or listening to lectures and presentations.

Advanced Grammar for Healthcare was written by internationally renowned English for Healthcare expert and author Ros Wright. It is ideal for students and professionals who study and work in English at a high level.

Advanced Grammar for Healthcare
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Diabetes tests

Lesson plan: Diabetes tests

Lesson plan: Diabetes tests

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In this lesson students learn and practice the language used to describe diabetes and diabetes tests. It includes speaking, listening, and vocabulary activities.

B2-C1 level

Teacher Notes

●    Topic: diabetes and diabetes tests

●    Timing: 30–40 minutes

●    Lesson Type/Focus: speaking, listening and vocabulary

Aims

●      Speaking: discuss diabetes and diabetes tests, practise a doctor-patient conversation

●      Listening: listen for gist and detail

●      Vocabulary: learn and review language related to diabetes

Overview

The focus of this lesson is diabetes and diabetes tests. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The listening activities practise listening for gist and for specific information. The vocabulary activity introduces/reviews key vocabulary. The final speaking activity practises a doctor-patient conversation about diabetes.

Note: This lesson supports the language introduced in the following:

●       Course: English for Doctors

●       Unit: Explaining Tests

●       Module: ‘Diabetes tests’ page 3

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

  1. What do you think are some of the causes for the increase in type 2 diabetes?

Students’ answers may include:
more sedentary lifestyle, increase in processed foods, obesity, increased waist size (weight distribution in middle of the body), risk of diabetes increases with age (over 40), at risk if you have ever had hypertension, treatment with antipsychotic medication (low risk), alcohol intake >14 units/week

  1. What are common complications often found in patients as a result of diabetes?

Students’ answers may include:
cardiovascular disease, neuropathy, nephropathy, retinopathy, foot damage

  1. What advice can be given to patients to prevent type 2 diabetes?

lifestyle changes: maintain a healthy weight and exercise regularly

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Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Using pain scales

Lesson Plan: Using pain scales

Lesson Plan: Using pain scales

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In this lesson, students learn how to discuss pain effectively with a patient, focusing on using a pain scale. It includes, speaking, listening and role play activities.

B2 level

Teacher Notes

●    Topic: pain scales

●    Timing: 30–50 minutes

●    Lesson Type/Focus: speaking and listening

Aims

●      Speaking: discuss pain and pain scales, practise a doctor-patient conversation

●      Listening: listen for gist and detail

Overview

The focus of the lesson is using pain scales. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The listening activities practise listening for gist and specific vocabulary. The final speaking activity practises a doctor-patient conversation about pain.

Note: This lesson supports the language introduced in the following:

●       Course: English for Doctors

●       Unit: Talking about Pain

●       Module: ‘Using pain scales’ page 5

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet.

Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

  1. What do you think affects a patient’s perception of their pain level?
    Pain perception can be affected by culture (some cultures express their feelings about pain more easily than others), the permission they give themselves to feel pain (some patients do not feel that they should complain about pain), their fear of treatment if patients admit to pain, and their fear of what pain may indicate, e.g. may indicate a serious illness.

 

  1. What are some ways a patient might describe the pain they are feeling?
    Students’ own answers may include:
    Pain may be described as ‘like something’, e.g. like a knife in my side
    Pain may be described in reference to restrictions on daily life, e.g. It’s so painful that I can’t concentrate o    n my work

  2. How can using a pain scale help both patients and doctors?

It provides patients with a structure to help them label and categorise their pain for something that is very subjective. It helps doctors provide the appropriate pain relief and see how the pain is impacting their ability to function in their daily lives.
Some pain scales also use facial expressions which give non-verbal cues about pain level

Download the complete lesson plan and student worksheet:

 

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English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Lung Infections

Lesson Plan: Lung Infections

Lesson Plan: Lung Infections

Lung Infections
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In this lesson, students learn the vocabulary they need to describe the lungs and lung infections. It includes speaking, vocabulary and reading (a patient leaflet) activities.

B1 level

Teacher Notes

●    Topic: lung infections

●    Timing: 30–50 minutes

●    Lesson Type/Focus: speaking, vocabulary and reading

Aims

●      Speaking: discuss respiratory symptoms and parts of the lungs

●      Vocabulary: learn and review language for the lungs and lung infections

●      Reading: read for specific information

Overview

The focus of this lesson is the lungs and lung infections. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The vocabulary activities introduce/review key vocabulary. The reading activity contextualises some of this language and practises reading for specific information.

Note: This lesson supports the language introduced in the following:

●       Course: English for Care

●       Unit: Infection Control

●       Module: ‘Talking about chest infections’ pages 4, 9 and 10

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1 and 2 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

What do you know about the anatomy of the lungs?
Students’ answers may include:

two lungs, right lung has three lobes, left lung has two lobes

organs of respiration

consist of an airway tube (bronchus) and alveoli (gas exchange; oxygen and carbon dioxide)
lungs are covered in a protective membrane (the pleura)

 

2. What respiratory symptoms do you know about?

Students’ answers may include:

coughing / dry cough / wet cough (bringing up sputum)
sneezing

wheezing

gasping for air
runny nose
snuffy nose

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English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Working on Ward

Lesson Plan: Working on a Ward

Lesson Plan: Working on a Ward

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This lesson teaches the language used when working on a ward in a hospital. It includes speaking, vocabulary, pronunciation, reading and grammar activities.

B1 level

Teacher Notes

●    Topic: working on a ward

●    Timing: 30–50 minutes

●    Lesson Type/Focus: speaking, vocabulary, reading, grammar

Aims

●      Speaking: discuss and review language to describe people, places and things on a ward

●      Vocabulary: learn and review language to describe people, places and things on a ward, practise word stress

●      Reading: read for specific information

●      Grammar: practise using reflexive and non-reflexive verb forms

Overview

The focus of this lesson is people, places and things on a ward. The speaking activity introduces the topic and activates students’ existing knowledge. The vocabulary activities review the topic language and look at word stress and pronunciation. The reading activities contextualise some of this language and practise reading for specific information. The grammar activity reviews reflexive verb forms.

Note: This lesson supports the language introduced in the following:

●       Course: English for Nurses

●       Unit: Introduction

●       Module: ‘Working on a ward’ pages 6, 7 and 8

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

 

Do whole class feedback to discuss and share answers. Encourage students to share their experiences of the wards and departments they have worked on and which they found most/least interesting/rewarding. If they haven’t worked on a ward yet, encourage them to think about which wards they would like to work on.

Suggested answers

  1. What are the names of some hospital wards and departments? Which of them have you worked on?
    Students’ answers may include:

A&E/casualty, cardiology, children’s ward/paediatrics, ENT, gynaecology, maternity, oncology, renal unit/nephrology.

Note: if a ward or unit is known by more than one name, elicit or provide the alternative name.

 

  1. Who are some of the people who work on each ward? What do they do?

doctors (consultant, registrar, junior doctor/house officer)
nurses (nurse manager, charge nurse/sister, staff nurse)
allied healthcare professionals (physiotherapist, occupational therapist, paramedic)
support staff (porter, cleaner, receptionist).

 

  1. What are some things you need to do at the beginning and end of your shift on a ward?

beginning: change clothes, perform hand hygiene, check supplies
end: tidy/clean, check IV bags, complete shift report

Download the complete lesson plan and student worksheet:

 

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Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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pupil

Lesson Plan: Taking Observations: Pupil Reaction

Lesson Plan: Taking Observations: Pupil Reaction

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This lesson teaches the language used when describing the eye and pupil reactions. It includes communication, vocabulary and reading activities.

B2-C1 level

Teacher Notes

●    Topic: the eye and pupil reaction

●    Timing: 40–60 minutes

●    Lesson Type/Focus: speaking, vocabulary and reading

Aims

●      Speaking: discuss taking observations, practise explaining medical terms in a patient-friendly way

●      Reading: read for specific information

●      Vocabulary: learn and review language for parts of the eye and describing pupil reaction

Overview

The focus of this lesson is the language used when taking observations, focusing on the eye and pupil reaction. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The vocabulary activity introduces/reviews key vocabulary. The reading activity introduces some more related language and practises reading for specific information. The final speaking activity uses language from the lesson to practise explaining medical terms to patients.

Note: This lesson supports the language introduced in the following:

●       Course: English for Doctors: Advanced Communication Skills

●       Unit: Taking Observations

●       Module: ‘Discussing neurological changes’ pages 8 and 9

Go to course
Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–4 on the student worksheet. Encourage them to share examples from their own experience.

 

Do whole class feedback to discuss and share answers

Suggested answers

  1. What do you know about taking observations?

Students’ own answers many include

they are an important part of keeping an eye on patients’ progress
simple to do; BP and pulse changes can indicate serious problems like shock or sepsis as can changes in respirations; oxygen saturation levels give an indication of how well the lungs are functioning
some people argue that pain assessment should be part of routine observations

 

  1. What are the different ways we can take observations?
    Students’ own answers may include

observations (BP, pulse, oxygen sats) can be taken with a digital machine or manually
pulse can be taken using two fingers and a time piece and respirations can be taken by observing the chest rising and falling and timing it

 

  1. Why do we need to observe the patient as well as ask questions?
    Students’ own answers may include

some patients don’t like to bother the doctor by admitting to having changes to their vital signs

they may also be worried that any change means they have a serious problem and choose to ignore it
some changes like hypertension are not noticed until levels are seriously high (this is why hypertension is called the silent killer)

  1. What parts of the body give us most information about the patient?

Students’ own answers may include

the skin e.g. by observing changes such as a flushed face, a doctor can make some assumptions about the patient’s BP
any part of the body that the patient is guarding, e.g. holding onto the elbow may indicate that it is painful

Download the complete lesson plan and student worksheet:

 

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Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Asking about current symptoms

Lesson Plan: Asking about current symptoms

Lesson Plan: Asking about current symptoms

Asking about current symptoms
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This lesson teaches language used when interviewing a patient and discussing their symptoms. It includes reading, vocabulary and speaking activities.

B2-C1 level

Teacher Notes

●    Topic: asking a patient about current symptom

●    Timing: 45 minutes

●    Lesson Type/Focus: speaking, reading and vocabulary

Aims

●      Speaking: discuss patient interviews, practise a doctor-patient interview

●      Reading: read for gist and specific information

●      Vocabulary: learn and review functional language for a patient interview

 

Overview

The focus of this lesson is the patient interview and asking about current symptoms. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activity practises reading for gist and specific information and provides input for the lesson. The vocabulary activity introduces/reviews some functional language that can be used in the final speaking activity where students practise a patient interview.

Note: This lesson supports the language introduced in the following:

●       Course: English for Doctors: Advanced Communication Skills

●       Unit: Interviewing a Patient

●       Module: ‘The patient interview’ pages 3 and 5

Go to course
Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–4 on the student worksheet. Encourage them to share examples from their own experience.

 

Do whole class feedback to discuss and share answers.

Suggested answers

  1. Why is it important to put the patient at ease before questioning?
    to encourage open and honest answers particularly when dealing with embarrassing or sensitive issues

 

  1. How can you put a patient at ease?
    ensure privacy, small talk or normalising comments, gaining consent, be aware of non-verbal clues

 

  1. What are the stages of a patient interview?
    establish a comfortable environment
    put patient at ease
    identify reasons for hospitalisation or appointment
    listen to patient carefully
    ask specific questions about symptoms
    agree a patient plan
    close the interview by asking if patient has further questions

  2. What should a doctor do before ending the conversation?
    provide the opportunity for patients to raise any concerns or ask any questions.

Download the complete lesson plan and student worksheet:

 

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Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Lesson Plan - Feeding Patients

Lesson Plan: Feeding Patients

Lesson Plan: Feeding Patients

Lesson Plan - Feeding Patients
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This lesson teaches the language used when assisting patients at mealtimes. It includes speaking, vocabulary, listening and reading activities.

A2-B1 level

Teacher Notes

●    Topic: feeding patients

●    Timing: 30-60 minutes

●    Lesson Type/Focus: speaking, vocabulary, listening and reading

 

Aims

●       Speaking: discuss feeding patient, practise a mealtime conversation

●       Reading: read for specific information

●       Vocabulary: learn and review language for discussing a patient’s food and fluid intake

●       Writing: listen for gist and detail

Overview

The focus of this lesson is assisting patients at mealtimes. The vocabulary activity introduces/reviews items which a carer may use to help a patient who has difficulty feeding themselves. The reading activity contextualises some of this language and practises reading for specific information. The listening activity practises listening for gist and specific information and provides a model for the final speaking activity.

Note: This lesson supports the language introduced in the following:

●       Course: English for Care: delivering outstanding care

●       Unit: Eating and Drinking

●       Module: ‘Activities of Daily Living: helping with mealtimes’ pages 9 to 12

Go to course
Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1 and 2 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

1.Why do you think that the carer is feeding the patient?

  • She may have dementia and forget to eat.
  • The carer may need to encourage the patient to eat because the patient doesn’t eat enough.
  • The patient may not be able to hold a spoon.
  • The patient may have difficulty swallowing and need to be monitored.

2. When carers feed patients, what are some of the things they should do?

  • sit patient up straight so they can swallow food safely
  • make sure they have the opportunity to go to the toilet and/or wash their hands before eating
  • feed small amounts of food so they don’t choke
  • cut up large pieces of food so they don’t choke
  • make sure food is not too hot
  • check that the food is what the patient ordered

Suggested answers

Additional information

  • nutritional supplement: liquids or powders which provide additional nutrients to a diet
  • adapted cutlery: also called modified or adaptive cutlery; cutlery which has been modified to make it easier to use, e.g. rubber grips on the handles, angled head (spoon, knife or fork)
  • red tray: colour-code system which indicates that a patient needs help with their meal. 
  • feeder cup: also called non-spill or non-tip cup. The feeder cup usually has two handles which are open at the bottom so it is easier to slide the hand up to hold the cup.
  • tube feed: medical term -enteral feed; a tube feed is usually delivered through a nasogastric tube (nose to stomach) or a PEG tube (percutaneous endoscopic gastrostomy tube – into the abdomen). A tube feed may be delivered in a syringe or through a bag similar to an IV fluids bag) which is run through a pump.
  • napkin: also called a serviette; small piece of cloth usually placed on the lap to protect clothes when eating. Compare with a bib: cloth or plastic cover which is tied around the neck to protect clothes when eating. A bib is usually used for young children or elderly people who spill a lot of food when eating.

Download the complete lesson plan and student worksheet:

 

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Lesson Plan - Describing Injuries

Lesson Plan: Describing Injuries

Lesson Plan: Describing Injuries

Lesson Plan - Describing Injuries
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This lesson teaches the language used to describe injuries. It includes vocabulary, speaking, reading and writing activities.

B1 level

Teacher Notes

●    Topic: describing injuries

●    Timing: 30-45 minutes

●    Lesson Type/Focus: speaking, reading, vocabulary and writing

Aims

●       Speaking:  discuss and review language to describe injuries

●       Reading:  identify vocabulary, read for specific information

●       Vocabulary: identify medical and everyday language for common injuries

●       Writing: practise organising and presenting information

Overview

The focus of the lesson is describing injuries. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activity contextualises some of this language and practises identifying vocabulary and reading for specific information. The vocabulary activity reviews medical and everyday terms. The writing activity uses language from the lesson and students’ own knowledge to produce a piece of patient-centred writing.

Note: This lesson also supports the language introduced in the following:

●       Course: English for Nurses: Getting the Essentials Right

●       Unit: Falls and injuries

●       Module: ‘Falls and injuries’ pages 12 and 13

Go to course
Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

  1. How many injuries can you name? Make a list for broken skin and intact skin.
    Students’ answers many include:
    broken skin: cut/laceration, abrasion/graze
    intact skin: bruise, fracture/broken bone, dislocation, sprained muscle, strained muscle

  2. What are some of the causes of injuries?
    accidental fall / falling over
    slipping or tripping over
    over-exercising
    repetitive actions such as twisting or bending over

  3. What advice would you give to patients to prevent injuries?
    ensure warning signs are in place, e.g., wet floors
    use sensor lights to guide patients to the bathroom at night
    ensure staff understand correct lifting techniques and avoidance of repetitive movements

Download the complete lesson plan and student worksheet:

 

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

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Medical Terminology

Syllabus: Medical Terminology

Syllabus: Medical Terminology

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This online Medical Terminology course introduces hundreds of medical terms covering body parts, symptoms, conditions, treatments and procedures. It also shows how medical terms are formed and pronounced, and how they translate into everyday English.

Medical terminology is essential to understanding healthcare. Using an agreed set of medical terms allows healthcare students to use language that will be understood by healthcare teachers and professionals wherever it is said or written.

The course analyses the roots of medical terms – very often derived from old English, Latin or Greek – and the prefixes and suffixes which combine with the roots to give specific meanings, so enabling students to understand new terms when they see them for the first time.

The course covers terms for every part of the body, from the parietal bone to the sacrum to the hallux.

This course provides strong support to courses given by medical English teachers which focus more on learning and practising subject-specific language and patient interactions.

Medical Terminology Syllabus
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Essential Grammar for Healthcare

Syllabus: Essential Grammar for Healthcare

Syllabus: Essential Grammar for Healthcare

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In Essential Grammar for Healthcare, students learn how to use verb forms to describe the present, past and future. They also learn how to ask for advice, make requests, given instructions and make suggestions.

Course features

On this course, students learn:

  • How to form and use verbs to describe the present, past and future
  • How to make conditional sentences
  • How to ask a wide range of questions
  • How to form and use the passive
  • How to use articles, determiners and quantifiers
  • How to use a range of adverbs and adjectives
  • How to give advice and make suggestions, requests and offers
  • How to describe ability, possibility, obligation and necessity
  • How to use a wide range of prepositions
English Grammar for HC Syllabys
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English for Pharmacy

Syllabus: English for Pharmacy

Syllabus: English for Pharmacy

English for Pharmacy Course
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Online English for Pharmacy enables pharmacy students to build a strong foundation in pharmaceutical English and engage effectively with the international pharmacy world.

This 20-hour, online course is for students of pharmacy who want to use English more proficiently in their studies. This English course covers the language needed to describe fundamental areas of pharmacy.
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English for Radiography

Syllabus: English for Radiography

Syllabus: English for Radiography

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Online English for Radiography enables radiography students to build a strong foundation in the English they need to study and work in the field of radiography.

This 30-hour, online course is for colleges and teachers who want their radiography students to use English more proficiently in their studies and in practice. English for Radiography covers a range of essential areas.
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English for Pandemics

Syllabus: English for Pandemics

Syllabus: English for Pandemics

English for Pandemics
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English for Pandemics gives healthcare students the English they need to talk about viruses, pandemics, Covid-19, managing pandemics, virus treatments and vaccines.

Course features

On this course, students learn:

  • What are viruses?
  • Types of virus
  • Coronaviruses and Covid-19
  • Management of pandemics
  • Antivirals and vaccines
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English for Care

Syllabus: English for Care

Syllabus: English for Care

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This English for Care course gives students a strong foundation in the language of care and nursing.

SLC’s English for Care course covers a wide range of language across many essential areas of care. Inputs and tasks focus on interactions with patients and nurses, building communication skills, vocabulary development including essential medical and everyday terminology, grammar and pronunciation.

Topics include managing pain, pressure area care, dealing with falls, mental health issues, infection control, dealing with elderly patients, taking observations, and managing daily activities, such as toileting, food, drink and mobility.

The course provides an excellent foundation in care-specific language and is particularly suitable for first year undergraduates in nursing degrees. Many universities and nursing colleges now use English for Care in Year 1 and English for Nurses in Year 2.

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English for Nursing

Syllabus: English for Nursing

Syllabus: English for Nursing

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This online English for Nurses course enables nursing students to learn the English they need to complete their studies and use English in the workplace.

English for Nurses covers the language used in a wide range of nursing scenarios, from introductions to discussing pain, pressure area care, breathing difficulties, infection control, to managing IV therapy, falls and injuries, to administering medications, post-operative and end-of-life care.

It includes extensive work on medical terminology, patient and staff interactions, hospital language and much more. Students work on every aspect of medical language, including pronunciation, vocabulary, grammar and functional skills.
The course can be used both in the classroom and as complementary study. Teachers and institutions receive detailed course notes with answers, lesson suggestions and audio and video transcripts. The content is regularly reviewed so it remains relevant and up to date.

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English for Doctors

Syllabus: English for Doctors

Syllabus: English for Doctors

English for Doctors course
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This online English for Doctors course enables medical students to learn the English they need to complete their studies and engage with the international healthcare sector.

The course takes a medical student through the patient journey, from admission to interview, diagnosis, treatment, surgery and end-of-life care. The units cover medical terminology, patient and staff interactions, hospital language and much more.

Students work on all aspects of medical language, including pronunciation, grammar and functional skills. The course is regularly reviewed so the content is always relevant and up to date.

The course can be used both in the classroom and as complementary study. Teachers and institutions receive detailed course notes with answers, lesson suggestions and audio and video transcripts.

English for Doctors Syllabus
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English for Medical Academic Purposes

Syllabus: English for Medical Academic Purposes

Syllabus: English for Medical Academic Purposes

English for Medical Academic Purposes
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This online course is for students of medicine, pharmacy and nursing. Written by experts, English for Medical Academic Purposes helps students, undergraduate and postgraduate, engage with the global healthcare sector. The course gives Medical English teachers up-to-date materials that integrate easily into the language courses they give.

Course features

On this course, students learn:

  • the key features of academic writing
  • how to write abstracts and research articles
  • the skills and strategies they need to listen effectively to academic talks
  • how to analyse and understand academic texts
  • how to write and present impactful presentations
  • how to expand their academic vocabulary
  • to work with complex grammar and structure

Taking this course helps students keep up with the latest research, attend and speak at conferences, study and practice overseas, and participate in international projects.

English for Medical Academic Purposes
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Doing a Dressing

Lesson Plan: Doing a Dressing

Lesson Plan: Doing a Dressing

Doing a Dressing
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This lesson focuses on the language used around wound care and, specifically, on that used when doing a dressing. It is relevant for nursing and care students and professionals.

B1 (lower-intermediate) level.

Note: this article introduces the first part of the Teachers Notes. There is a link at the bottom to download the complete set of Teachers Notes and the Student Worksheet, so you can use this in your lessons.

Teacher Notes

●    Topic: Wound care

●    Timing: 30–50 minutes

●    Lesson type/focus: speaking and vocabulary

Aims

●       Speaking: discuss and practise language for wound care and doing a dressing

●       Vocabulary: review and practise language for wound care

Overview

The focus of this lesson is wound care and the equipment used to do a dressing. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The vocabulary activity introduces/reviews key vocabulary which students use in the final speaking activity.

 

Note: This lesson supports the language introduced in the following:

●       Course: English for Care: delivering outstanding care

●       Unit: Falls and Injuries

●       Module: ‘HCA accountability, wounds and dressings’ pages 8 to 11

Go to course
Medical English Materials

Teaching Notes & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Answers

  1. What sorts of wounds do you know about?
    Students’ own answers may include:
    surgical incisions (cuts)
    laparoscopy puncture sites
    injuries (cuts, burns)
    ulcers

  2. Why is it important to look after wounds carefully?
    to prevent infection
    to promote healing
    to minimise pain.

  3. What kinds of dressings do you know about?
    Students’ own answers may include:
    adhesive dressings (stick to the skin)
    non-adhesive dressings
    transparent dressings (e.g. over a cannula)

Part 2: vocabulary

A. Have students work individually to write the terms below the pictures.

Go through the answers as a class. Ask students what each of the items are used for.

Answers

1. staples: used to close incisions (cuts) after operations, quicker to use than sutures, close longer wounds

2. Steri-Strips: thin strips of surgical tape which can be used to close small wounds

3. sutures / stitches: can be either removable or dissolvable (e.g., layers of skin)

4. skin glue: also called liquid sutures, often used to close laparoscopy wounds, wounds on the face, does not need to be removed as skin glue eventually washes off

5. plaster / Band-Aid: used for minor cuts and grazes

B. Have students discuss the questions in pairs or small groups.

Do whole class feedback to discuss and share answers.

Answers

left: staple remover: device used to lift staples out of the skin after the wound heals

right: stitch cutter: scalpel with curved top which cuts a suture close to the knot before removal

C. Have students work individually to write the terms next to the correct definitions. Then ask students to check their ideas with a partner.

Go through the answers as a class.

Answers

1.dressing tray    2.scissors    3.forceps    4.sterile gloves    5.compression bandage
   6.bandage    7.surgical tape    8.adhesive dressing    9.gauze squares    10.cotton balls

Download the complete lesson plan and student worksheet:

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Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Types of Medications

Lesson Plan: Types of Medications

Lesson Plan: Types of Medications

Types of Medications
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This lesson enables students to describe different types of medication, how they are administrated and how they work. It is relevant for nursing and care students and professionals.

B1 (lower-intermediate) level

 

Note: this article introduces the first part of the Teachers Notes. There is a link at the bottom to download the complete set of Teachers Notes and the Student Worksheet, so you can use this in your lessons.

Teacher Notes

●    Topic: Types of medications

●    Timing: 30–50 minutes

●    Lesson type/focus: speaking, reading, vocabulary and writing

Aims

●       Speaking: discuss types of medications

●       Reading: read for specific information

●       Vocabulary: learn and review language for types of medications

●       Writing:  practise organising and presenting information

Overview

The focus of the lesson is describing types of medication. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activity introduces some more related language and practises reading for specific information. The vocabulary activities introduce/review key vocabulary. The writing activity uses language from the lesson and students’ own knowledge to produce a piece of patient-centred writing.

 

Note: This lesson supports the language introduced in the following:

●       Course: English for Nurses: Getting the Essentials Right

●       Unit: Administrating Medications

●       Module: ‘Types of medication’ pages 7, 11 and 14

Go to course
Medical English Materials

Teaching Notes & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–3 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Answers

  1. How many different types of medicines do you know?
    oral medication (by mouth), e.g. tablets (pills), capsules, liquids
    intravenous medication (in the vein)
    nebulisers, inhalers, nasal sprays
    eye drops / eye ointments
    cream, ointment, patches
    laxatives, enemas

  2. Why is it important to explain about medications to your patients?
    so patients know to take the medication properly
    so patients understand possible side effects and precautions

  3. What do nurses have to be careful about when they give out medications?
    to ensure the correct dose is administered
    to ensure the correct medication is given to the correct patient
    to ensure they know about any allergies a patient might have and which make taking
    the medication dangerous
    to ensure the medication is given at the correct time

Part 2: reading

Have students work individually to read the text and reorder the sentences to complete the definitions. Then have them compare their ideas with a partner.

Go through the answers as a class.

Have students read the text through again individually and highlight any new words. Deal with any vocabulary queries.

Answers

1. Absorption: medication enters the bloodstream and becomes bioavailable
2. Distribution: medicine passes out of the bloodstream across the cell membrane 
3. Metabolism: unwanted medicine becomes water-soluble 
4. Excretion: unused medical waste passes out of the body through body fluids

Extension activity
Have students work individually, or in pairs, to write five questions for the text. Then have them swap their questions and answers them. Alternatively, set five comprehension questions yourself.

Example questions:
Which kind of medicines are absorbed the fastest? intravenous medicines
Why does the absorption rate of oral medication vary? amount of stomach acid, food or other medications in stomach
How does medication get out of the bloodstream? by passing across the cell membrane
What does the blood-brain barrier do? stops medication entering the brain
What happens to parts of the medication the body doesn’t need? it is excreted by the kidney

Download the complete lesson plan and student worksheet:

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

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Oxygen Therapy

Lesson Plan: Oxygen Therapy

Lesson Plan: Oxygen Therapy

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This lesson enables students to describe and discuss oxygen therapy, and covers multiple skills and vocabulary. It is relevant for nursing students and professionals.

B2 (intermediate) level

Note: this article introduces the first part of the Teachers Notes. There is a link at the bottom to download the complete set of Teacher’s Notes and the Student Worksheet, so you can use this in your lessons.

Teacher Notes

●    Topic: Describing oxygen therapy

●    Timing: 45 mins

●    Lesson type/focus: speaking, reading, vocabulary and writing

Aims

●       Speaking: discuss and practise language for oxygen therapy

●       Reading: read for specific information

●       Vocabulary: learn and review language for oxygen therapy

●       Writing:  practise organising and presenting information

Overview

The focus of the lesson is describing oxygen therapy. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activity contextualises some of this language and practises reading for specific information. The vocabulary activities introduce/review key vocabulary. The writing activity uses language from the lesson and to produce a piece of patient/carer-centred writing.

 

Note: This lesson supports the language introduced in the following:

●       Course: English for Nurses: Getting the Essentials Right

●       Unit: Breathing Difficulties

●       Module: ‘Breathing equipment’ pages 8 and 12

English for Nurses Course
Medical English Materials

Teaching Notes & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1–4 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Answers

  1. What sort of equipment is used to deliver oxygen?
    oxygen cylinders
    oxygen masks, nasal cannulae (nasal prongs)

  2. What should nurses explain about the use of oxygen to their patients?
    no smoking around the oxygen cylinder (relevant for home oxygen)
    check the oxygen level in the cylinder every day to make sure oxygen not running out
    only use the amount of oxygen prescribed, oxygen flow rates that are too high can be dangerous
    make sure oxygen tubing is clear of debris, change if necessary
    make sure correct size of mask is used so it fits snugly
    check elastic straps don’t chafe around ears, can cause pressure ulcers

     

  3. When might patients need to be given oxygen?
    only if they are hypoxic (have low levels of oxygen in the blood), e.g. if they are critically ill, after cardiac arrest

     

  4. What are these pieces of equipment and what are they used for?
    nasal cannulae: device which delivers oxygen through the nostrils: flexible tubing with one end which splits into two prongs which sit within the nostrils and the other end which is attached to an oxygen supply
    hyperbaric chamber: enclosed space in which almost pure oxygen is breathed in higher-than-normal air pressures so that oxygen levels in the body can be increased significantly.

Part 2: reading

Have students work in individually, or in pairs, to read the text to find the answers to questions 1–6. Tell students to concentrate on finding the answers rather than any words they don’t know at this stage.

Go through the answers as a class.

Have students read the text through again individually and highlight any new words. Deal with any vocabulary queries.

Answers

1.c   2.c   3.b   4.b   5.a   6.c

Extension activity

Review the meanings of medical prefixes hyper- and hypo-.
hypo-: low, depressed levels of, reduced
Note: hypo- + word/ word part which starts with o becomes hyp-
hyper-: high, excessive amounts of, increased

Have students identify the medical terms in the text with the prefixes hypo- and hyper- (hypoxia, hyperbaric).

Then have them work in pairs to write down other medical terms which also use these prefixes. Ask them to explain what they mean.

Answers

hypo-

hyper-

hypoxia

hyperbaric

hypothermia

hyperthermia

hypotension

hypertension

hypoglycaemia

hyperglycaemia

 

Download the complete lesson plan and student worksheet:

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

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What is Medical Academic Writing Part 2

What is Medical Academic Writing Part 2

What is Medical Academic Writing Part 2

What is Medical Academic Writing Part 2
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SLC recently gave a webinar to a group of Chinese doctors working on research projects on medical academic writing.  

We looked at the ‘nuts and bolts’ of writing before seeing how they are used in practice, specifically looking at when writing abstracts and research articles.  

This post summarises what we covered in the practice section as well as some areas of grammar highlighted as common to academic writing. It also provides the powerpoint of the whole presentation to download. Part 1 looked at how to construct coherent, well written texts, looking at choice of vocabulary, sentence types, paragraphing and whole text writing.   

The IMRaD format

In medical academic writing, the IMRaD format is commonly used to provide a predictable structure to both abstracts and, in a more elaborated form, research articles.  

IMRaD stands for Introduction, Methods, Results and Discussion. In some texts, the writer may use Background instead of Introduction and Conclusions instead of Discussion.  

The Introduction starts with a wider perspective, looking at relevant literature for example, before narrowing to the specific topic of the text. The Methods and Results then provide the core of the writing, describing the settings, the processes and the data gained. The discussion then relates the results to the literature and analysis presented in the Introduction. 

When writing, it is important to remember to use the language and structure set out in What is Medical Academic Writing Part 1.  

Writing abstracts

An abstract follows the IMRaD format. It stands alone, so does not need the research article it describes to support it. It presents a clearly written summary of an article, so enabling the reader to quickly understand whether they want to read the full article. As part of this, an abstract describes what the research has achieved and why it is important. 

The abstract should have a clearly set out question as per the article it describes, the names of the authors and then the key IMRaD sections set out in paragraphs with sub-headings. There should be very few abbreviations, and no illustrations, references or tables. 

Typically, the Introduction and the Discussion will be relatively short, while the Methods and Results sections will be longer and contain more detail.  

Writing research articles

A research article follows the same IMRaD format used in an abstract. Naturally, what was summarised is elaborated on in sufficient detail to show the reader what happened, what the results were and why they are important.   

The Introduction

The first part of the article states what the reader should expect to cover. It sets out the broader context of the research by discussing other articles which have been written on the topic. Citations must be used here. Once this has been achieved, then the Introduction narrows to become more specific to the topic set out in the title of the article. Here, it shows how the research will advance knowledge in this area described.  

Methods

This section describes in detail how the research was carried out. It describes the settings, the methodology used and the implementation of that methodology. It describes the equipment used and where appropriate, the suppliers of that equipment. This is so readers can replicate the research should they want to. The section also describes the problems or possible problems in data collection. 

When writing about the Methods, it’s often a good idea to use sub-headings to aid clarity. Research is complex and sub-headings guide the reader through the section, so they are clear on what happened and how. 

Results

As with the Methods section, the Results is often lengthy and therefore needs to be carefully structured for the reader to follow easily. 

In this section, the data is shown along with an initial analysis of that data. Where there is a lot of data, it’s important to look for ways to present it clearly through tables, graphs and charts, for example. It’s also important to show the relevant data as opposed to all the data. Any data must be clearly captioned and described. 

In this section, you may both link back to methods that produced the data and forwards to where the data is analysed and discussed in more detail. 

Discussion

Whereas the Introduction moves from the broader context to the specifics of the article, the Discussion goes in the opposite direction, starting with the results and then widening out to set them in the bigger picture.  

This Discussion therefore shows to what extent the results have successfully addressed the question set out and how the findings link to the literature. It may also make recommendations for future research.  

In this way, the content in the Discussion is directly related to that in the Introduction.  

Grammar

In Part 1 of What is Medical Academic Writing, we looked at the lexis associated with writing well-constructed texts. However, there are a number of grammatical concepts commonly used in academic writing. We highlight three of them here.  

1. The passive voice

The passive voice is typically used to focus on the process or action in a sentence, not the person or people performing that process or action.  

So, for example, rather than write, ‘Our investigators performed quality control using the 835 control probes included in the array’, a more common formulation would be, ‘Quality control was performed using the 835 control probes included in the array’.  

Using the passive voice adds more emphasis on the substance of the research rather than the researchers themselves. This is appropriate to scientific writing and gives a more formal, neutral tone to a piece.   

2. Nominalisation

A key challenge in academic writing is to use high level, often quite technical, vocabulary without confusing the reader and at the same time remaining concise. It’s important to use unambiguous vocabulary to give a more precise meaning than when using a more general term.  

One way of achieving this is to use nominalisation, whereby the writer uses the noun form of a verb in a sentence. Using nominalisation can also help remove personal pronouns in a similar way to using the passive.  

So, ‘When we analysed the data, it showed that the genetic material contained a large amount of DNA and very little protein’ becomes ‘The analysis of the genetic material revealed it contained a large amount of DNA and very little protein’.

3. Hedging

Hedging is the use of language that reduces the certainty in a statement. It is used to show that data or results may be contingent and therefore change over time.  

This may be expressed through an adjective, so ‘It is probable/possible/conceivable/unlikely that..’ or a modal verb, so could, may or might, for example.  

In conclusion

In Part 2 of What is Medical Academic Writing we’ve looked at how to use the IMRaD format and some key grammatical points. In Part 1, we looked vocabulary, sentences, paragraphs, discourse markers and text construction.  

Together, the two articles and the associated powerpoint cover the fundamentals needed by anyone in healthcare seeking to write effectively, concisely and successfully.  

Download the materials:
This article uses material from SLC's English for Medical Academic Purposes course

The material in these articles and powerpoint come from SLC’s course, English for Medical Academic Purposes. This course is designed specifically to enable medical students and academics to engage successfully in the international world of medical research and study.

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SLC’s ground-breaking online Medical English courses gives you the language you need to work, study and collaborate in an English-speaking environment.

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FREE Medical English materials for teachers

In Specialist Language Courses we offer free lesson plans to teachers so they can have the best materials to teach their students about Medical English.

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Medical English courses for teaching

We also offer the latest in online medical English resources and materials to transform your teaching programmes and accelerate your students’ learning.

Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

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What is Medical Academic Writing Part 1

What is Medical Academic Writing Part 1

What is Medical Academic Writing Part 1

What is Medical Academic Writing Part 1
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SLC recently gave a webinar to a group of Chinese doctors working on research projects on medical academic writing.

We looked at the ‘nuts and bolts’ of writing before analysing how they are used in practice, when writing abstracts and research articles.

This post summarises what we covered in this section and provides the powerpoint of the whole presentation to download. Part 2 looks at how to write abstracts and research articles and some of the grammar commonly used here.

In this section, we started with words before moving onto sentences, paragraphs, and whole texts.

Words

There is a clear difference in register between formal academic language and more everyday language, highlighting the use of specific lexical items with precise meaning. This is similar to using medical terms, which use affixation to create univocal words which cannot be confused with other terms, such as laparoscopy, cardiovascular and cholecystitis Together, these terms form a set of words used by healthcare professionals and students worldwide.

The use of precise academic language is illustrated by the Academic Word List, collated by Professor Averil Coxhead of the Victoria University of Wellington in New Zealand. The AWL consists of 570 words and their associated word families. These words stand outside the General Service List, the most common 2284 words in the English language, and are drawn from the analysis of 3.5 million words from a written corpus covering a wide range of academic texts. The 570 words are then divided into 10 lists, arranged by frequency of use.

Sentences

Broadly speaking, there are three types of sentences. The first, a simple sentence, contains one clause and is generally short and to the point, though may be extended by fronting the sentence with a long adverbial for example.

The second, a compound sentence, contains two clauses of equal value. These clauses are typically linked with one of the seven words delineated by the acronym FANBOYS: for, and, nor, but, or, yet and so.

The third, a complex sentence, contains a main clause and a subordinate clause. The main clause can stand independently and is the most important part of the sentence, whereas the subordinate clause does not stand alone and serves to add information such as examples, explanation and description. These subordinate clauses are adverbial, adjectival, or nominal. Discourse markers which link clauses within sentences together include which, despite, while, because and if.

Discourse markers between sentences

Using a variety of discourse markers, also called linking words and phrases, is essential to show precise relationships between different ideas and information. Markers like ‘In addition’, ‘Moreover’ and ‘Furthermore’ add weight to the sentence before, while ‘Alternatively’, ‘Conversely’ and ‘On the other hand’ introduce contrast.

Knowing how to use a range of markers enables a writer to accurately show cause and effect, qualify ideas, make comparisons, give examples, sequence events and place emphasis among others.

Paragraphs

Using paragraphs effectively provides clarity and readability to a text. This is particularly important for academic writing as they enable readers to understand complex ideas, arguments and information more easily, so making a text more accessible to a wider readership.

Paragraphs tend to be structured by starting with a sentence which states the topic of the paragraph and the controlling idea affecting the topic. The sentence ‘New research on epigenetics is showing how children can genetically inherit experience from their parents.’ introduces the topic of new research on genetics with the controlling idea of what the research shows, i.e. that children can genetically inherit experience from their parents.

A paragraph then continues with a number of sentences which support the opening sentence by providing examples, information and explanation. This may be a claim with evidence to underpin that claim, for example. The paragraph needs to stay on topic throughout, so it has clear unity.

Texts

When every paragraph demonstrates unity as outlined above, it creates a text where a reader is able to follow complex arguments with relative ease.

Broadly speaking, texts can be broken down into three types; descriptive, analytical and argumentative. A description provides the reader with information about something. This may be introducing new concepts or providing more detail about concepts they are already familiar with. An analysis looks at different aspects of a subject or topic and shows the reader how they fit together or interact. An argument describes a particular stance and provides evidence to support that stance.

Clearly some texts may seek to combine these types. In these cases, the writer needs to use discourse markers and paragraphing effectively so the reader is not lost in any way. This may involve, for example, comparing two concepts point by point in successive paragraphs rather than describing one concept and then the other.

In conclusion

In all cases of medical academic writing, a text must address the question or issue set as its title. The topic sentences starting every paragraph must provide the structure that shows the reader how you are doing this. Each paragraph must contain sufficient detail to support the topic sentences set out. And finally, the language selected, so register of vocabulary and variety of sentence type and connection, must be used to express ideas and information precisely and succinctly.

Together, these elements of academic writing enable medical texts to be written that express complex ideas with clarity, precision and accessibility.  

Download the materials:
This article uses material from SLC's English for Medical Academic Purposes course

The material in these articles and powerpoint come from SLC’s course, English for Medical Academic Purposes. This course is designed specifically to enable medical students and academics to engage successfully in the international world of medical research and study.

EMAP
Go to course

Are you a student looking for Medical English courses?

SLC’s ground-breaking online Medical English courses gives you the language you need to work, study and collaborate in an English-speaking environment.

Just click on the course and start your Medical English preparation!

Medical English Courses for Healthcare Professionals

FREE Medical English materials for teachers

In Specialist Language Courses we offer free lesson plans to teachers so they can have the best materials to teach their students about Medical English.

You can subscribe to our newsletter where you will receive monthly email with the latest materials that SLC offers for free.

Medical English Resources

Medical English courses for teaching

We also offer the latest in online medical English resources and materials to transform your teaching programmes and accelerate your students’ learning.

Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

Interested in using our courses? Click here:

 

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ADLs

Lesson Plan: ADLs

Lesson Plan: ADLs

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This lesson plan teaches the language used to describe and discuss ADLs (Activities of Daily Living).

A2-B1 level

Teacher Notes

●    Topic: ADLS (Activities of Daily Living)

●    Timing: 45–60 mins

●    Lesson type/focus: speaking, reading and vocabulary

Aims

●       Speaking: discuss ADLs and why they’re important

●       Vocabulary: learn and review language related to ADLs, identify synonyms

●       Reading: read for specific information

Overview

The focus of this lesson is ADLs. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The reading activities focus on finding specific information and provides input for the vocabulary section. The vocabulary activities look at lexical items (synonyms) from the text and use these in discussion questions.

 

Note: This lesson supports the language introduced in the following:

●       Course: English for Care: delivering outstanding care

●       Unit: Eating and Drinking

●       Module: ‘Activities of Daily Living: helping with mealtimes’ pages 3, 4 and 5

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into pairs or small groups and ask them to discuss questions 1 and 2 on the student worksheet. Encourage them to share examples from their own experience.

 

Do whole class feedback to discuss and share answers.

Answers

  1. What does ADL stand for and what does it mean?

ADL stands for Activity of Daily Living. ADLs are the basic self-care tasks a person does day-to-day. They are part of caring for oneself and maintaining independence. Ability or inability to perform ADLs is often used by health professionals as a way of measuring a person’s functional status, especially that of older adults or those with disabilities.

 

Additional information can be found here at NHS Trust (IoW)

 

  1. What are ADLs? Make a list of examples.

Examples include: moving from one place to another, e.g. getting out of bed; showering/bathing, cleaning your teeth, skin and hair care, dressing, toileting, feeding yourself.

Part 2: reading

A Have students work in individually to read the text to find the answers to questions 1–5. Tell them to read the text quickly and just look for the answers. You could set a time limit.

 

Go through the answers as a class.

Answers

  1. What does independent with ADLs mean?
    That you can perform ADLs without help.
    What is the opposite of independent?
    dependent
  2. How many activities did Virginia Henderson identify?
    14
  3. What did Roper, Logan and Tierney do?
    Used Henderson’s research for their own model. Reduced the number of ADLs to 12.
  4. How many groups of activities do we use today to assess ADLs?
    six

 

B. Have students work in individually, or in pairs, to read the text to find the answers to questions 1–5. Tell students to concentrate on finding the answers rather than any words they don’t know at this stage.

Go through the answers as a class.

Answers

1.c   2.a   3.b   4.c   5.a

Extension activity: Look at some of the vocabulary from questions 1–5 in more detail. Have students read the questions and answer options again to find the answers to these questions.

  1. What is a buzzer?

An electrical device that makes a buzzing noise and is used for signalling.

  1. What does swallow mean?

pass down the throat

  1. What is a hoist?

a device that lifts someone

  1. What does chew mean?

to break food down with the teeth

  1. What does comb mean?

to untangle the hair

Download the complete lesson plan and student worksheet:

 

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Blood Pressure and Pulse

Lesson Plan: Taking a Patient’s Blood Pressure and Pulse

Lesson Plan: Taking a Patient’s Blood Pressure and Pulse

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This lesson plan teaches the language used when taking a patient’s blood pressure and pulse.

A2-B1 level

Teacher Notes

●    Topic: Taking a patient’s blood pressure and pulse

●    Timing: 40–60 minutes

●    Lesson type/focus: vocabulary, reading, listening and speaking

Aims

●       Speaking: discuss and practise language for blood pressure and pulse

●       Vocabulary: learn/review equipment used for blood pressure and pulse

●       Reading: read for specific information

●       Listening: listen for gist and detail

Overview

The focus of this lesson is talking about blood pressure and pulse readings and the equipment used. The speaking activity introduces the topic and gives students the opportunity to share their ideas and experience. The vocabulary activity introduces/reviews key vocabulary which appears in the listening activity that follows. The listening activity also provides a model for the final speaking activity.

Note: this lesson supports the language introduced in the following:

●       Course: English for Care: delivering outstanding care

●       Unit: Patient Admission

●       Module: Taking patient observations: hospital charts: early warning score, pages 9 to 14

Go to course
Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into small groups and ask them to discuss questions 1 and 2 on the student worksheet. Encourage them to share examples from their own experience.

Do whole class feedback to discuss and share answers.

Suggested answers

  1. Have you ever taken a person’s blood pressure and pulse before?

Students’ own answers.

  1. What equipment do you use to take a blood pressure reading and a pulse reading?

Equipment is either digital equipment (electronic) which takes both readings or manual equipment (sphyg and stethoscope) for BP reading and fingertips for pulse.

Part 2: vocabulary

A. Have students work individually to write the terms below the pictures.

Go through the answers as a class.

Answers

  1. radial pulse 2. blood pressure monitor 3. sphygmomanometer   4. stethoscope

B. Have students work individually to complete the sentences. Then ask students to check their ideas with a partner.

Go through the answers as a class.

Answers

  1. electronic 2. pulse 3. blood pressure reading   4. wrist   5. cuff   6. bulb   7. sounds  
    8. gauge

C. Have students work individually, or in pairs, to write the terms next to the pictures. Point out that only six terms are needed and these come from the answers in activities A and B.

Go through the answers as a class.

Download the complete lesson plan and student worksheet:

 

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

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Lesson Plan: Introducing yourself to patients using respectful language

Lesson Plan: Introducing yourself to patients using respectful language

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This lesson plan focuses on Introducing yourself to patients using respectful language.

A2 level

Teacher Notes

●    Topic: Using respectful language

●    Timing: 45-60 minutes

●    Lesson Type/Focus: Reading and Vocabulary

●    Level: A2

Aims

●       Vocabulary: review/learn vocabulary related to ways to be respectful with patients

●       Reading: improve reading skills and comprehension

Overview

The focus of this lesson is a reading activity to introduce and develop the topic of respectful language used with new patients. The text is about the different ways carers should introduce themselves to patients. The reading comprehension exercise provides students with some suggestions on how to approach new patients and with new vocabulary that can be useful in their daily life activity as carers.

Note:while this lesson plan works as an independent plan, it uses material and language in the following:

●       Course: English for Care: delivering outstanding care

●       Unit: Patient Admission

●       Module: Introducing yourself and welcoming a patient, p6

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Medical English Materials

Teaching Guide & Answer Key

Part 1: discussion

Put students into pairs/small groups.

A.  For the first question, encourage students to share examples from their lives and work. Elicit or supply the words formal, informal and polite to help them to talk about differences between greetings.Elicit answers from students and feedback to class –write down the answers so that they are visible to students.

B.  For the second question, put students into small groups or pairs. Show students the two pictures below and ask them to think about whether they would greet the younger and the older patient the same way. Encourage them to talk about their relationships with patients and to share examples from their lives at work.Elicit answers from students and feedback to class –write down the answers so that they are visible to students

PICTURE A

PICTURE B

Questions and suggested answers

  1. How do you normally greet a friend?Or a colleague?Is it the same way you usually greet a stranger? Why/Why not? 

The language we use with friends is typically informal, while we use more formal language with strangers. With colleagues, it may well depend on factors such as seniority or how long the relationship has been to determine what kind of language is most suitable.  

 

  1. How do you normally greeta patientthe age of the woman in picture A? Is it the same way you usually an elderly patient like the lady in picture B? 

The way we greet younger or elderly patients is likely to vary as older people may feel disrespected if addressed with informal language. We may always use Mr/Mrs/Ms with elderly people, as opposed to first names with younger ones. We may also use Good morning/Good afternoon as opposed to Hi/Hello. 

  

Elicit answers from students and feedback to class – write down the answers so that they are visible to students. 

Download the complete lesson plan and student worksheet:

 

Want more lesson plans?

Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

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Virus

On viruses

On viruses

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This extract describes some remarkable and surprising facts on viruses.

On viruses

Did you know… 

Viruses … are the most abundant life form on Earth – there are more viruses in the world than all other forms of life added together. (They) ‘have invaded every niche occupied by living things, including the most inhospitable places like hydrothermal vents, under the polar ice caps, and in salt marshes and acid lakes’, writes Dorothy Crawford, Professor of Microbiology at the University of Edinburgh. 

We are taught to think of cells as small; the average human body, for example, is composed of 37 trillion of them. This helps put bacteria in perspective. Each bacterium is a single-celled organism. Ten thousand of them would comfortably fit on a grain of sand. But viruses make bacteria look like giants. The volume of a virus is around a million times smaller than that of a bacterium. So tiny are these most enigmatic of microbes that they remained invisible to the human eye until the invention of the electron microscope in the 1930s. 

Remarkable, no? 

This extract comes from ‘Breathtaking’, the mighty impressive book written by Rachel Clarke about her experiences as a doctor in the UK’s National Health Service in the first months of the pandemic. Insightful, compassionate, angry, heartbreaking, and beautifully written, every bookshelf should have a copy. 

 

More information

Are you a student looking for Medical English courses?

SLC’s ground-breaking online Medical English courses gives you the language you need to work, study and collaborate in an English-speaking environment.

Just click on the course and start your Medical English preparation!

Medical English Courses for Healthcare Professionals

FREE Medical English materials for teachers

In Specialist Language Courses we offer free lesson plans to teachers so they can have the best materials to teach their students about Medical English.

You can subscribe to our newsletter where you will receive monthly email with the latest materials that SLC offers for free.

Medical English Resources

Medical English courses for teaching

We also offer the latest in online medical English resources and materials to transform your teaching programmes and accelerate your students’ learning.

Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

Interested in using our courses? Click here:

 

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Lesson Plan: Asking About Pain

Lesson Plan: Asking About Pain

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This lesson plan focuses on how to ask about and describe pain. It includes vocabulary, grammar and communication activities.

B1 level

Teacher Notes

●      Topic: Asking About Pain

●      Timing: 60-90 minutes

●    Lesson Type/Focus: mixed – vocabulary development, grammar consolidation, listening and speaking skills development

Aims

●       Vocabulary: learn and practise language for describing and asking about pain

●       Listening: improve listening skills for gist and detail

●       Grammar: improve ability to use different question types

●       Speaking: improve clinical speaking skills through role play

Overview

The focus topic of this lesson is describing and asking about pain. Students’ existing vocabulary is activated with a short vocabulary discussion, after which a dialogue is used first to practise listening for gist and detail and then as the basis of a gap-fill. Language from the dialogue is then exploited in the second vocabulary activity, which expands to elicit a range of language to talk about pain. Different question types, as demonstrated in the dialogue, are explored in the next activity before a role play between a nurse and a patient closes the lesson by giving practice with language from all the previous activities.

Note: while this lesson plan works as an independent plan, it also supports the language introduced in the following:

●       Course: Online English for Nurses: Getting the Essentials Right’.

●       Unit: Discussing Pain

●       Module: Asking about pain 1

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Medical English Materials

Teaching Guide & Answer Key

Part 1: vocabulary 1

Section A

Write up the words pain, hurt and ache and ask the class for an example sentence using each one. You may want to check the pronunciation of ache (/eɪk/) at this point. Note any variation in word form, e.g. hurts, aching and elicit other members of the word families, e.g. painful.

Put students into pairs and give them a few minutes to think of sentences. Then ask for feedback to class and discuss where appropriate, e.g. to correct.

Section B

Now ask students to think of words for specific pains, e.g. headache, neuralgia. They should make a list in their pairs.

In turn, ask each pair to say an item from their list. Check their pronunciation, then make a master list for the class.

Suggested answers

 headache, toothache, backache, earache, neuralgia, fibromyalgia, heartburn, sore throat, cramp, indigestion, period pain, migraine

Part 2: listening

 Section A: listening for gist

●       Direct students to the first set of questions and check students understand them.

●       Play the recording from the conversation between the nurse and the patient once and give pairs/groups a moment to confer and make some notes on the answers.

●       Check answers through class feedback.

 Suggested answers

  1. Which part of the patient’s body hurts? Why?

His lower back; he hurt it in a bike accident.

  1. Has he had the pain for a long or a short time?

A long time (he says “for years”).

  1. What kind of movements have an effect on the patient’s pain?

Sudden movements and lifting heavy objects.

  1. How does the pain affect his life?

He has trouble getting comfortable. It sounds like it’s also affecting his ability to sleep.

Section B: listening for detail

●       Now ask students to read through the dialogue transcript and imagine what the missing words are.

Encourage them to analyse the transcript and discuss the meaning and structure of the missing language. This is an opportunity to practise varying levels of focus: reading the whole conversation without worrying about the gaps will give a general idea of the topic, while looking at a shorter section will give clues as to the meaning or function of the missing statement and concentrating on the grammar of a single line may indicate the type of language needed to fill the gap.

Section C

●      Ask the class to study the phrases below the dialogue and try to fit them into the spaces. Ask them to compare them with the answers they thought of.

●      Play the video/audio recording so they can check their ideas and change them where necessary. This is in the course: Online English for Nurses: Getting the Essentials Right’, as indicated above, or is available here.

●      Use whole class feedback to check the correct answers.

Answers

Nurse:             Hi William. How are you (1) today?

Patient:          Oh. I’m OK apart from this pain. I just can’t get comfortable.

Nurse:             Oh right. Is it OK if I ask you some questions (2) about the pain?

Patient:          Yeah, sure.

Nurse:             First, can you tell me (3) where the pain is?

Patient:          It’s in my lower back. Right here at the base of the spine. I had a bike accident a few years ago and hurt my back and my right hip.

Nurse:             I see. So, is the pain in your back (4) and your hip?

Patient:          No, I’ve only got back pain now. My hip’s OK. But I’ve had back pain for years now.

Nurse:             What (5) type of pain is it?

Patient:           I’m sorry, I don’t understand what you mean. It’s back pain.

Nurse:            Yes, I understand but I was trying to find out if (6) it’s a sharp pain or a dull ache. If you have a sharp pain, it is usually a (7) short-term pain, whereas a (8) dull ache can be a type of (9) chronic pain.

Patient:          Oh right. I understand what you’re asking now. It’s mostly a dull ache, except if I move suddenly or try to pick up something heavy. Then I get a sharp pain.

Nurse:             You said your back (10) is hurting now, right?

Patient:          Yes, it’s quite painful. I couldn’t stay in bed any longer.

Download the complete lesson plan and student worksheet:

 

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English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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National healthcare systems ranked!

National healthcare systems ranked!

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US-based healthcare think tank and funding body The Commonwealth Fund have published their 2021 comparison of the healthcare systems from 11 high-income countries. This is the fourth ‘Mirror, Mirror’ report since the first one was issued in 2010. The series is designed to ‘generate insights about the policies and practices that are associated with superior performance’.

 

Healthcare systems around the world have been put to the test by the pandemic. How well have they responded? How confident can patients be that they are receiving the best levels of care? How can healthcare systems improve what they do while managing unprecedented stresses?

The Fund has assessed the 11 healthcare systems using 71 performance measures across five domains: access to care; care process; administrative efficiency; equity; and healthcare outcomes. The countries were then ranked for each domain and then overall.

The summary results from the 71 measures are displayed in the table by country and buy domain.

Heathcare system performance rankings

More detail is provided on the graph:

Comparative Health Care System Performance Scores

Here, the differences are writ large. The top 3 countries – Norway, the Netherlands and Australia – are close together. There’s a relatively small gap to the next 3 – UK, Germany and New Zealand – and then again to the next countries, dipping a little for Canada. However, the subsequent drop to the 11th country, the US, is considerable, more than the drop from the 1st to the 10th countries.

The inefficiencies of the US healthcare system are further highlighted by the table showing healthcare expenditure as a percentage of GDP. Here, the US spends significantly more than the other 10 countries. Something clearly is not working.

Health Care Spending as a Percentage of GDP

When making the comparisons, the report seeks to identify the factors that lead to an efficient healthcare system that produces better and more equitable outcomes for its patients. They identify 4 factors, stating that the top-performing countries do the following:

  1. Provide for universal coverage and remove cost barriers so people can get care when they need it and in a manner that works for them.
  2. Invest in primary care systems to ensure that high-value services are equitably available locally in all communities to all people, reducing the risk of discrimination and unequal treatment.
  3. Reduce the administrative burdens on patients and clinicians that cost them time and effort and can discourage access to care, especially for marginalized groups.
  4. Invest in social services that increase equitable access to nutrition, education, childcare, community safety, housing, transportation, and worker benefits that lead to a healthier population and fewer avoidable demands on health care.
Read the full report

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English for Doctors

What is English for Doctors?

What is English for Doctors?

English for Doctors
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Listening to two doctors discussing a case is not exactly straightforward, even for an experienced English language teacher. The vocabulary is often unfamiliar, not only the medical terms but also the abbreviations, acronyms and short cuts.

Medical English Language

Read the following conversation, taken from SLC’s English for Doctors course:

Consultant: Ah, Mrs Townsend? Can you fill me in a bit about her?

RMO[1]: Sure. She’s a 45-year-old woman who came in three days ago for an open cholecystectomy. You may remember that she wasn’t a candidate for a laparoscopic cholecystectomy.

Consultant: Oh yes. I remember her now. Is there any relevant past medical history I should be aware of?

RMO: Yes. She suffered from cholecystitis for quite some time and had a very large gallstone removed a few days ago, as I mentioned before. The size of the gallstone was the main reason for open surgery rather than keyhole surgery. In addition, she has a long history of alcohol-related cirrhosis of the liver. She had a recent chest infection which was treated by her GP. I’m concerned about her now because she’s in a lot of pain, despite using her PCA regularly. She’s had quite a few breakthrough doses of analgesia but is still complaining of localised pain around the incision site.

Consultant: Mm. Her temperature?

RMO: She’s been spiking a temperature between 38 and 38.5 over the past few hours.

Consultant: OK. You said she’s got a lot of localised pain around the surgical incision?

RMO: That’s right. She seems to have more pain that one would expect, even with open surgery. One of the nurses also asked me to check her wound. She noticed that it was very red and had an offensive smell. The redness has been spreading and I’m a bit worried about the possibility of a collection or abscess.

Consultant: Yes, I see. What are her other obs like?

RMO: Her BP’s elevated and she’s tachycardic. She’s also quite breathless. Her sats are running around 95, 96%.

Without medical training, how much would you understand? What was the procedure Mrs Townsend had? Why did she need surgery? What events led to her being admitted to hospital? What’s her current condition?

This is just a small example of the kind of conversations doctors have all the time. For a non-trained person, it’s no surprise that the English used by doctors may seem like a bewildering mix of medical terms, colloquialisms, abbreviations and acronyms.

Communication frameworks

Added to this is the tendency for many conversations to be structured so doctors give information or explanations using conventions we may not be aware of. The above conversation, for example, comes from a course module on SBAR. This stands for Situation-Background-Assessment-Recommendation, a communication framework often used by healthcare professionals. By having a predictable communication flow, SBAR enables important information to be transferred accurately and effectively without omitting relevant details.

The use of SBAR highlights the contextual nature of the language used by doctors and other healthcare professionals, often in high-stakes conversations where misunderstandings may have significant, real-life consequences. Accuracy and mutual comprehension are critical.

Communicating with patients

The complexity of English used by doctors then increases when communicating with patients and their families, necessitating a switch from the profession-specific English outlined to that which can be easily understood by a non-medical professional. Medical terms and procedures are translated into ‘lay language’ and related acronyms and abbreviations are explained.

Patients may be upset and frightened, so doctors also need demonstrate empathy, patience and compassion, especially when the news is not what the patient wants to hear. Again, communication strategies have been developed to establish rapport, gather information, explain difficult concepts, check understanding, recognise a variety of emotions and respond to them.

The features of written language

The specific nature of the language used by doctors is further reflected in what they write, for example when producing research papers. There are a number of features which set this language apart from other written English.

1. Medical terms

The first and most obvious is the widespread of medical terms, such as laparoscopic cholecystectomy from the conversation above. Medical terms tend to be Greco-Roman in origin. Laparoscopic, for example, comes from the Greek lapara, meaning flank, and skopeo, meaning to see, while cholecystectomy comes from the Greek khole, meaning gall, kystis, meaning bladder, and ectomy, meaning removal or excision. So, a laparoscopic cholecystectomy is the removal of the gallbladder by using keyhole surgery, when the surgeon inserts a laparoscope, a thin tube with a camera on the end, which shows the gallbladder on a screen. Simple, eh?

Medical terms are often compound words with predictable prefixes and suffixes and are frequently used in collocations or set phrases. Importantly they are mostly univocal, so mean one thing only. This lack of ambiguity enables doctors keep the language they use both accurate and clear.

2. Grammatical structures

The second key feature is the use of grammatical structures which keep the language tone neutral, empirical, and objective. The two most common examples of this are the passive – the procedure was performed, the research findings will be discussed – and nominalisation, where verbs and adjectives are used as nouns – there is a requirement for.., the analysis revealed that….

3. Lexical density

The third feature, also common to spoken communication, is the high lexical density of language used. The sheer number of terms and associated high level vocabulary items that appear in any text sets medical English apart from other ‘Englishes’, especially that used in everyday written texts such as newspaper articles. In research pieces, medical language combines with academic language so sentences may appear long and paragraphs difficult to follow without the requisite medical training.

The IMRaD convention

However, as with SBAR and other communication frameworks, research articles tend to follow a set framework. This is the IMRaD convention – Introduction, Methods, Results and Discussion. The universality of this framework enables clarity and predictability for both writer and reader. It allows medical professionals and students follow what might seem dense and difficult texts with relative ease.

To conclude

So, while at first glance, the English used by doctors may seem obscure, highly technical and impenetrable, once you look at it, you can see that there are clear regularities that make it relatively easy to analyse and understand. Terms have predictable roots and affixes that can be applied across healthcare. Communication and writing frameworks are straightforward and widely applied. Like any language or dialect however, there is some learning to get to the stage where this can be done easily.

Disclaimer: I am writing this as an English language professional who works extensively with international doctors and on materials designed to improve their English language skills. I would be grateful for the thoughts of any doctors reading this on the accuracy of this article, as well as from fellow language professionals with an interest in the issue.
[1] RMO: Resident Medical Officer

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SLC’s ground-breaking online Medical English courses gives you the language you need to work, study and collaborate in an English-speaking environment.

Just click on the course and start your Medical English preparation!

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FREE Medical English materials for teachers

In Specialist Language Courses we offer free lesson plans to teachers so they can have the best materials to teach their students about Medical English.

You can subscribe to our newsletter where you will receive monthly email with the latest materials that SLC offers for free.

Medical English Resources

Medical English courses for teaching

We also offer the latest in online medical English resources and materials to transform your teaching programmes and accelerate your students’ learning.

Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

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teachers online materials

What do teachers need when teaching with online materials?

What do teachers need when teaching with online materials?

teachers online materials

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The advantages of online course materials over printed coursebooks are clear from many perspectives.

Online Teaching

Online materials are easily accessible and given the ubiquity of both internet and phone, incredibly portable.

Content tends to be highly visual, contain video and audio inputs, downloadable materials and links to all kinds of complementary resources.

Tasks are engaging and interactive, as students select, sort and match, move items on the screen, write in ideas, and record their voices. Feedback is instant in most cases, and students can try again as well as see tips, explanations and answers.

Online courses are easily updated so existing content can be improved and new materials added before being published at the click of a button.

Content is also customisable as online modules can be rearranged, edited and added to in order to create courses which map precisely to an institution’s needs.

However, in spite of this, widespread adoption of online course materials remains elusive even with the mainstreaming of online courses as a result of the pandemic. While many teachers use online materials to supplement a printed textbook, there seem to be several questions that need resolving for a transition to online courses to take place.

Is there a clear course structure? How can I check progress? How can I see what my students have done? How can I use an online course in a classroom setting?

Let’s have a look at how these questions may be addressed.

Clarity of structure

Most teachers seem to have come to digital by using online coursebook supplements created by publishers, or finding materials such as TED Talks, YouTube videos, or lesson plans and resources from sites such as the British Council or Macmillan Education’s Onestopenglish. So, course structure has been set by an agreed textbook – and is clearly laid out in the Contents section – and online materials are then bolted on as determined by the individual teacher.

However, this is changing. Publishing houses are digitising printed courses and a growing number of publishers are creating online courses designed to be used by a teacher. While General English and IELTS preparation courses, such as those offered by Net Languages or Guided eLearning, have led the way, more specialised courses have come onto the market in recent years. These include Aviation English courses published by Latitude and Medical English and OET preparation courses published by us at SLC.

These online courses all provide a structure that teachers can take to the classroom and use as a core syllabus. Many have been written by established textbook authors who apply the same principles they do to printed textbooks – so clear focuses for each unit, plenty of scaffolding, structured language introduction, explanation and practice, ongoing progress reviews, and lots of recycling of key language inputs.

At SLC we can also rearrange and edit courses so the structure meets an institution’s specific requirements. In this way, a medical university can map their Medical English curriculum to a degree course. As demand for tailored products extends across all sectors, I can imagine that this will become increasingly expected, perhaps even the norm, over years to come.

Checking progress and student work

In principle, it’s easy to look at a student’s textbook and see what they’ve done, perhaps mark some work and add a comment or two. At least that was the case before everything went online in March 2020, when teachers had to adapt, some switching to ebook versions of textbooks, some asking students to hold the book up to the camera on Zoom, and others asking students to photograph work and submit it via email, Moodle or Google Classroom.

As remote delivery became the norm however, it became clear that teachers would greatly benefit from being able to view, mark and comment on work done by their students online. This is particularly true of online courses that are designed to be used by teachers as core course materials. Viewing what students have done, where they have been successful and where they have struggled is critical to any ongoing tutored programme planning.

The move to online during the pandemic highlighted this issue and drove rapid progress in the online platforms available to educational institutions and teachers. Avallain AG for example, one of the world’s leading online educational publishing platforms, released Magnet, a new authoring and publishing environment which allows teachers to view and download at-a-glance reports on student progress and see a student’s work as if they were the student, the equivalent of looking at student course book they have written answers in. Courses can be set for teachers to mark and comment on submitted student work, for example where they have written or recorded something. Feedback can be left, both written and spoken.

The advantage of digital is that teachers don’t need to take coursebooks home, student scores and pages are available at the click of a button, and there are no issues with handwriting or the dog having eaten the homework. Learning management systems have been increasingly incorporated into mainstream education, for example through Google Classroom, and it was only a matter of time before online courses and the management of those courses caught up.

Using an online course in a physical classroom

While online courses increasingly provide both a clear structure and easy-to-use course management tools, the practicalities of using an online course at the core of a tutored programme remain an issue in the minds of many teachers. You can’t just say, “Open the book to page 50 and do the first exercise”.

Using online courses assumes that both teachers and students can access and use them together. There are two models now being commonly used.

In-class usage. In a face-to-face classroom, teachers need an interactive whiteboard or a device linked to a projector from which they can work. Students need computers or tablets. In this scenario, teachers and students can access the online pages at the same time, in a similar way to using a textbook in class.

In practice, the teacher introduces the target language through discussion or by using the on-screen images, video or audio. Students view this on their screens, discuss it with their teacher and then do the activities set. They may submit answers and give feedback to the class – either individually or in small groups. Just as with the textbook, teachers may choose to complement online course work with additional materials, inputs and activities.

On the system we at SLC use, the teacher’s answers can be reset, allowing the activities to be done multiple times with different groups. Student attempts can be limited to an agreed number and can be reset by their teacher where appropriate.

Flipped classroom. In this approach, students work on the online course outside the lessons, for example by going through a unit on a particular set of vocabulary, doing some writing, or working on a dialogue. The teacher then activates the language covered in the lesson, discussing what they have done and asking students to use it in practical contexts, such as role plays. The students wouldn’t necessarily need their devices in the lesson, as long as the teacher can display the content for everyone to see. The teacher also has access to what students have done and can use this to plan lessons based on where areas of improvement can be identified.

To conclude

Textbooks still form the backbone of many language learning programmes. There is comfort and familiarity in using them. Many are well-written with strong supporting materials.

However, they are being increasingly challenged by online course alternatives. And as students grow up in an environment where digital is how they learn they things they want to learn – whether it be videos on how to repair a bike, websites on investing in cryptocurrency, or talks on the future of healthcare – online will inevitably be part of their learning expectations.

Teachers will therefore need the tools to enable them to give effective online courses, including what has been outlined above – well-written, well-structured programmes, the ability to see, track and mark student work, and a clear approach to teaching the content. The pandemic has pushed online delivery into the mainstream, so now it’s up to us to figure out how best to adapt and thrive in what may seem a new environment but one which brings great rewards.

FREE Medical English materials for teachers

In Specialist Language Courses we offer free lesson plans to teachers so they can have the best materials to teach their students about Medical English.

You can subscribe to our newsletter where you will receive monthly email with the latest materials that SLC offers for free.

Medical English Resources

We also offer the latest in online medical English resources and materials to transform your teaching programmes and accelerate your students’ learning.

Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

Interested in using our courses? Get in touch.

 

Medical English materials and courses for universities and schools

Are you a student looking for Medical English courses?

SLC’s ground-breaking online Medical English courses gives you the language you need to work, study and collaborate in an English-speaking environment.

Just click in the course and start your Medical English preparation!

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Lesson Plan: Describing Position and Movement

Lesson Plan: Describing Position and Movement

Describing-Position-and-Movement
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This lesson plan teaches the vocabulary used to describe position and movement when conducting an examination.

B1-B2 level

Teacher Notes

●      Topic: the body – position and movement

●      Timing: about 30 minutes

●      Lesson Type/Focus: speaking & vocabulary

Aims

●    Speaking: discuss language commonly used to describe position and movement during an examination.

●     Vocabulary: medical and layman’s terms for the body anterior.

●     Speaking: practice using the target vocabulary.

Overview

The focus of the lesson is vocabulary used to describe position and movement when conducting an examination. The speaking gives the opportunity for students to share ideas and experiences as well as vocabulary. The vocabulary activity will give the students practice for using medical and layman’s terms and the speaking activity will allow them to practice using the target vocabulary.


Note: This lesson uses material from SLC’s course, ‘English for Doctors: Advanced Communication Skills’.

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into small groups and ask them to brainstorm language that may typically be used in an examination when asking a patient to get into a certain position or move a part of their body.


Elicit ideas and discuss as whole group.


Write elicited ideas on board for later analysis.

Suggested answers

Can you show me where it hurts? I’d just like to take a look. Could you try and touch your toes please? If you’d just like to pop yourself up on the bed…


Discuss possible answers and correct as appropriate.

Part 2: Vocabulary

Section A

Put students in pairs or small groups. Ask them to complete the sentences, so adding either a term or completing the definition.
Elicits answers and correct as necessary.

Answers

1. face up     2. prone     3. side     4. sitting     5. abducted     6. toward     7. bent     8. extended     9. facing upwards     10. down

Section B

Students then look at the directional phrases used during an examination and complete the sentences with a word from the box.

Answers

1.back     2. look     3. open     4. deep     5. over     6. up     7. facing     8. ceiling      9. side     10. towards     11. middle     12. bend      13. straight      14. Straighten      15. palm      16. Rotate     17. pop

Download the complete lesson plan and student worksheet:

Want more lesson plans?
Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

Annual memberships are available for teachers and for institutions. We hope very much to see you there!

Join Ealthy
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Describing Cardiovascular Conditions

Lesson Plan: Describing Cardiovascular Conditions

Lesson Plan: Describing Cardiovascular Conditions

Describing Cardiovascular Conditions
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This lesson plan teaches the language used to describe the heart and cardiovascular conditions.

B2-C1 level

Teacher Notes

●    Topic: Describing cardiovascular conditions

●    Timing: 45 minutes

●    Lesson type/focus: reading and writing

Aims

●       Reading: develop language associated with the heart.

●       Vocabulary: develop language needed to describe cardiovascular conditions.

●       Writing: consolidate and extend language use through writing.

 

Overview

The focus of the lesson is describing cardiovascular conditions. The speaking activity introduces the topic and gives students the opportunities to share their current knowledge and vocabulary on the topic. The reading activity and subsequent activity develop students’ vocabulary on the heart and associated cardiovascular conditions. The writing activity allows the students to put the vocabulary into practice and describe heart attacks using language appropriate for a patient.

Note: this lesson supports the language introduced in the following:

●       Course: English for Doctors: Advanced Communication Skills.

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Medical English Materials

Teaching Guide & Answer Key

Part 1: speaking

Put students into small groups and ask them to discuss questions 1 – 3. Choose a spokesperson from each group to report back the answers. After whole class feedback, students read the link below to compare their answers.

https://www.nhs.uk/conditions/cardiovascular-disease/

Suggested answers

  1. What are the risk factors for increasing the possibility of a heart attack? High blood pressure, inactivity, smoking, high cholesterol, diabetes, family history of CVD (cardiovascular disease), gender, ethnic background, age, gender, diet, alcohol.
  2. What are the symptoms of a heart attack? Pressure, tightness, pain in chest, which may spread to neck, jaw or back. Nausea, indigestion, heart pain or stomach pain, shortness of breath, cold sweat, fatigue, dizziness.
  3. What advice would you give to patients to prevent a heart attack? Cessation of smoking, reduce weight, healthy diet, regular exercise, regular monitoring, reduce alcohol, take medication if applicable.

Part 2: reading

Put students in pairs. Ask them to read the text and choose the correct answer from the two options given. Whole class feedback.

Answers

1. organ     2. pump     3. chambers     4. flows     5. lungs     6. oxygen     7. Valves     8. relax     9. fill 

10. hard     11. contract     12. away     13. arterioles     14. capillaries     15. tissues     16. thin     17. lower

Part 3: vocabulary

Students continue to work in pairs and complete the sentences with a word from the box. Students compare ideas with another pair.

Answers

1. endocarditis     2. thrombosis     3. electrocardiogram     4. phlebotomist     5. vasoconstriction   

6. muscular layer     7. pericardial     8. myocardial infarction

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Lesson Plan: Greeting Patients

Lesson Plan: Greeting Patients

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This lesson plan examines different ways in which a doctor can greet patients.

B2 level

Teacher Notes

●      Topic: Patient admission – greeting a patient

●      Timing: about 30 minutes

●      Lesson Type/Focus: speaking & reading 

Aims

●      Speaking: discuss and reflect on the different ways to greet a patient

●     Conversation analysis: review a conversation for appropriate language and responses. Re-write conversation to make more appropriate

●      Reading: rguided group research and discussion on the topic of greeting patients

Overview

The focus of this lesson is greeting a patient. The discussion activities encourage students to reflect on practices in their own context and country. The reading activities give an insight into practices in the UK. The conversation analysis/functional language section gives students input and practice in choosing appropriate phrases for greeting a patient.


Note: this lesson uses material from SLC’s course, ‘English for Doctors: Advanced Communication Skills’.

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Teaching Guide & Answer Key

Part 1: discussion

Put students into small groups to discuss the questions.
Re-group students and ask them report on the ideas from their group to their new groups. Open up to whole class and continue to discuss.

Suggested answers

  1. What is important when greeting a patient? Think of 3 top tips.
    Tell the patient your name, explain your role, think about effect of using first or last name
  2. What are your experiences of greeting patients?
    Students’ own answers
  3. In your context, how do you think patients prefer to be addressed? Why? (Think about age, cultural background, role of healthcare professional).
    Students’ own answers

Note: If students have not had much experience in a patient-facing role, encourage them to also consider the questions from a patient perspective.

Part 2: greeting patients and explaining your role

Error correction activity. Students work individually or together to find the mistakes in each sentence.

Answers

  1. Hello. My name is Dr Rogers. I’m the doctor in on duty today.
  2. I am responsible to for the surgical patients on this ward.
  3. This means I look out for after patients who have just had an operation.
  4. I am the surgical F1 in on call today.

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We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Cystic Fibrosis

Lesson Plan: Developments in the treatment of Cystic Fibrosis

Lesson Plan: Developments in the treatment of Cystic Fibrosis

Cystic Fibrosis
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This lesson plan analyses an article on a new cystic fibrosis drug and teaches associated vocabulary.

B2-C1 level

Teacher Notes

Medical English Materials

What do you know about CF?

  • The term cystic fibrosis comes from:

cystic: describing a cyst, from the Greek word kystis which means bladder or pouch. In the case of CF, the cysts form in the pancreas.

fibrosis: fibrous growth in an organ (in the case of CF, in the pancreas), from the Latin word fibra which means a fibre or filament.

  • CF was recognised as a specific disease by Dorothy Hansine Andersen, an American pathologist and paediatrician in 1938, although descriptions of the condition are evident from the late 16th century.

Language Focus

  • Language Focus 1: Adjectives with life

life-extending: helping people live longer

life-shortening: condition which causes people to have a shorter life than the average person

life-threatening: condition which may cause a person to die

life-affirming: something which makes you feel glad to be alive

lifespan: the period of time that a person exists

lifetime: the period of time something or someone exists (I’ve seen many changes in my lifetime)

 

  • Language Focus 2: describing death

fatal: something which is able to cause death (I a fatal illness) or a serious consequence (a fatal flaw in the design of the building)

mortal: something that causes death, e.g. a mortal blow to the head

lethal: something which is specifically designed to cause death, e.g. a lethal injection to execute someone

terminal: likely to cause death, often used to describe the end stages of an illness, e.g. terminal cancer

deathly: something which resembles death, e.g. a deathly pallor (very pale skin)

Now, read the article and answer the questions.

Cystic fibrosis drug given green light in England

1. Why do people with CF require frequent hospitalisation?

2. Why might the new drug be ‘good for taxpayers and patients’?

3. What is a ‘green light’? What other expression do you know with the same meaning? 

Cystic Fibrosis

Cystic fibrosis drug given green light in England

A life-extending drug for cystic fibrosis will be available on the NHS in England, health bosses say.

NHS England reached a deal with the manufacturers of Orkambi, Vertex Pharmaceuticals, after months of negotiations. Patients should be able to get the drug within 30 days.

The drug improves lung function and can be given to children as young as two.

The firm wanted to charge £100,000 per patient per year, but a compromise has been reached in a confidential deal.

It is understood to be significantly less than the sum originally asked for.

It comes after the Scottish Government reached an agreement with the manufacturers last month.

Wales and Northern Ireland can also access the drug under the same terms negotiated by NHS England.

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Lesson Plans

We have many more available on our partner’s website. EALTHY is a unique international association for
English for Healthcare teachers, writers and researchers. It offers members a growing bank of lesson plans, OET resources, articles and research summaries, as well as free and discounted access to conferences, journals, publications and SLC courses!

 

Through our partnership, we publish at least three new plans in the EALTHY Members Area every week. So, if you’re a teacher looking for excellent resources, now is the time to join an international English for Healthcare community and take advantage of everything EALTHY has to offer.

 

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Medical English

What is Medical English?

What is Medical English?

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Today’s global healthcare workforce is multi-national and multi-lingual. English is the lingua franca, and non-English speaking healthcare professionals, from consultants to carers, need to get their Medical English up to speed in order to deliver the safe and effective care demanded of them.

Medical conversations are varied and important – with colleagues, with patients, and with their families and friends. The healthcare environment can be fast-paced, noisy and high risk. Mistakes can be made with serious consequences.

Meeting these critical communication needs requires excellent language skills. And not general English skills, but the language specific to healthcare – Medical English.

Medical English is Different

Medical English is not the kind of English you learn at school. It has its own language, structure and conventions. Medical English is part-technical, part-academic, and part-everyday. It has a wide variety of slang, acronyms, colloquialisms that those outside the profession find incomprehensible. It exists in highly-charged interactions.

On any given day, for example, a nurse may have to reassure, to explain, to examine, to give bad news, to calm the upset, to handle the confused, to comfort friends and family.

With colleagues, they give accurate handovers, create detailed care plans, explain incidents and near misses, and participate in multi-disciplinary team meetings.

They have to listen carefully, to understand accents, the social and cultural contexts of their patients, and then to respond appropriately and meaningfully.

How to Design Medical English Courses

Teaching such a range of language set in very context-specific situations to professionals is a tough call, but Medical English courses need to reflect this – whether it be an elementary level course for HCAs to or a much more advanced course for specialist doctors.

General English courses typically start with carefully scaffolded sets of grammar, vocabulary, language skills and functions, which are then contextualised so they make sense. With Medical English, it’s the other way round. Context is everything. Grammar, vocabulary, skills work and functional expressions are determined by the context. In this way, Medical English is situation based, and the language is practical and hands on.

Medical English course design and delivery therefore needs to follow this principle, whether it be online self-study, tutor-led classroom lessons, or combinations of the two. Course creators also need to focus on the language objectives at a times – Medical English courses are designed not to teach medical professionals how to give better care, but how to practise successfully in English.

Because of the focus on both context and language, it’s vital that both medical and language experts are involved in developing relevant curricula and methodologies. Content needs to be relevant to learners and delivered in such a way that they are able to learn and use it successfully. Only in this way can the core Medical English objectives of achieving safe and effective practice be reached.

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Teachers and institutions use the courses in multiple ways – as digital coursebooks, as supplementary learning, and as part of a flipped classroom approach. We can advise you how to integrate the materials to meet your objectives.

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English for Nurses

How do Nurses use English?

How do Nurses use English?

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My latest reading is a chapter in ‘The Handbook of English for Specific Purposes’, titled ‘English for Nursing’ and written by Susan Bosher. The Handbook is a great resource for all things ESP. In the article, Bosher cites three studies, one Canadian (Epp and Lewis 2008), one American (Cameron 1998), and one Australian (Hussin 2002). Each of them looks at nurses’ English language needs, and describes in some detail what areas of language use are most common. This in turn helps inform us what language tasks and skills should be integrated into the online English for Nursing courses we design.

For this post, I’d like to discuss the Canadian study. Epp and Lewis (2008) spent over 80 hours observing nurses in various clinical settings, taking notes on their communicative interactions, and them analysing them in terms of percentages spent on different tasks. They found that nurses spent 56% of their time with patients, 34% with other healthcare professionals, and 10% with patients’ families. In terms of actual language tasks, the breakdown was as follows:

  • Asking for information 22%
  • Explaining 21%
  • Giving instructions 9%
  • Informing 7%
  • Responding to questions 6%
  • Suggesting 6%
  • Describing 6%
  • Small talk 5%
  • Discussing 5%
  • Comforting 4%
  • Making and receiving phone calls 3%
  • Asking for help 2%
  • Offering to help 2%
  • Clarifying 1%
  • Apologising 1%

This breakdown of language use into functions is interesting and enlightening. It shows a number of key language tasks that should be integrated into any Medical English course. ‘Asking for information’ includes the grammar of questions (“Could you tell me..?”, “What happens if..?”, “How does it feel when..?”), as well as the vocabulary relevant to the context. This might range from asking about specific symptoms, to asking about pain, assessing pressure areas, carrying out a falls risk assessment, or asking about breathing difficulties.

Explaining is clearly crucial to effective communication, and again can be approached from a grammatical angle – describing sequences, cause and effect, or conditionals using ‘if-clauses’ (“If this happens, then this might happen”), as well as a vocabulary perspective. There are many interactions that require a degree of explaining, such as taking medications and their potential side-effects, common hospital procedures, pre-operative preparation, post-operative care, or giving an accurate handover.

In fact, each of the above functions listed has its own common grammar and vocabulary. What really matters here is that nurses learn the English necessary to communicate accurately with patients, other healthcare professionals (nurses, doctors, consultants), and patients, in order to ensure the provision of safe, effective care. This consists of 3 core areas:

  1. English grammar, including talking about different times, different levels of likelihood, and sequencing events correctly.
  2. Situation-specific vocabulary of which there is a lot. Healthcare is a wide field, and nurses need to know how to talk to patients – as well as other staff and families – about common areas, some of which are very complex.
  3. Communicative skills, including pronunciation, understanding what others say in a range of accents and ‘Englishes’, and communication strategies, such as clarifying, re-phrasing, suggesting, expressing politeness or asking for repetition

Coming back to the Epp and Lewis’ list, while it describes the various functions nurses use English for in practice, it doesn’t go into the specific contexts in which they were using the language or identify  how high stakes the interactions were. These may also be of considerable significance and impact on how a Medical English course writer designs a syllabus. For example, ‘asking for help’ only accounted for 2% of interactions. However, this specific function, especially in emergencies, may be incredibly important to get right and it therefore may assume equal importance to another language task where the stakes – and the consequences – are not so high or serious.

To take this survey further, one move may be to research a ‘Nursing English’ corpus of how English is used by nurses in practice. Corpus linguistics is a relatively new approach to language analysis but one which is having greater and greater impact on how English courses are being designed and taught. Corpus linguistics is the study of ‘real life’ samples of English, so taking large bodies of language – both written and spoken – and looking in detail at how language is used by people in practice in many different situations, in ‘real life’. To do this for nurses would be a difficult but very useful exercise. Getting a deep understanding of how English is used by nurses would allow us to develop syllabi matching the specific grammatical, lexical and communicative needs of nurses.

Until this happens, though, it is vital to use the input provided by the research of Epp and Lewis as well as others in the same field. I would also suggest we combine it with the insights provided by practising nurses. Virginia Allum, who writes our online English for Nurses courses, is a Registered Nurse, with career experience in the UK and Australia, and has also lectured extensively on English for Medical Purposes. This enables her to write courses which demonstrate a strong understanding of the issues facing non-native English-speaking nurses, as well as a real command of the environment nurses work in.

Designing online English of Nursing courses has proven to be a fascinating task so far. We are developing two courses, one at an elementary/pre-intermediate level for nurses preparing or just starting to work in an English-speaking environment, and one at a higher intermediate/upper-intermediate level, for practising non-native nurses who need to improve their accuracy, fluency and confidence in the workplace.

References: ‘English for Nursing’ by Susan Bosher, p263-281, ‘The Handbook of English for Specific Purposes’, edited by Brian Partridge and Sue Starfield, published by Wiley Blackwell, 2014

This article uses material from SLC's English for Nursing

The material in these articles and powerpoint come from SLC’s course, English for Nursing. This English for Nurses course teaches you the English you need to study and work in an English-speaking healthcare environment, attend conferences and seminars, and keep up with nursing journals and research written in English.

English for Nursing
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Medical English courses for teaching

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What is the difference between IELTS and OET?

What is the difference between IELTS and OET?

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Stephanie Lam
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Both IELTS (International English Language Testing System) and OET (Occupational English Test) are used to test the English language of healthcare professionals in different parts of the world.

They are chosen by regulatory bodies to ensure doctors, nurses and other professions have sufficient language skills to communicate at a high level with patients and colleagues, and so ensure safe and effective care.

Similarities

There are a number of similarities between the two tests:

  1. Each one consists of four sub-tests, one for each skill: reading, listening, writing and speaking.
  2. A test takes place on one day.
  3. There is no pass/fail, but a graded score – different institutions need test takers to achieve different scores, such as a 7 in IELTS or a B in OET. In the UK, for example, the GMC requires doctors to score B in OET with B in each paper, or IELTS 7.5 with a minimum 7.0 in each paper. The NMC requires nurses to score B in OET with B in each paper, or IELTS 7.0 with a minimum 7.0 in Reading, Listening and Speaking and 6.5 in Writing.
  4. In practice, the required scores in the two tests for professions such as nurses are for similar levels of language skill when measured on the Common European Framework of Reference, specifically a C1 or advanced level.
  5. Both tests were developed in the late 1980s and are part-owned by Cambridge Assessment English. IELTS ownership is shared with ID P and the British Council. OET ownership is shared with Boxhill Assessment.

However, that’s where the similarities end. As you will see, they are quite different tests in many ways.

Differences

1. Content

IELTS tests academic English – at least the version of IELTS used by healthcare regulatory bodies around the world. This includes the ability to write essays, follow lectures, understand academic articles and discuss a wide range of topics, from the environment to education to social trends to cultural values.

OET tests healthcare English, including the ability to communicate effectively in medical scenarios, write a referral or discharge letter, understand a patient consultation, or follow a text taken from a medical journal.

2. Versions

 IELTS offers 2 versions of the test – Academic as described, and General Training, used by organisations to test the more general language considered more appropriate for immigration or vocational purposes. The Listening and Speaking sections are the same for both. The Academic Reading and Writing is more geared to Higher Education than the General Training.

OET offers 12 versions of the test for different healthcare professions; nurses, doctors, dentists, pharmacists, optometrists, podiatrists, occupational therapists, vets, speech pathologists, dieticians, physiotherapists, and radiographers. The Reading and Listening sections are the same for both. The Speaking and Writing sections are tailored to the specific scenarios in which each profession uses English.

3. Format

IELTS has the following format:

IELTS format

OET has the following format:

OET format

4. Preparation requirements

Preparing for IELTS involves learning huge amounts of vocabulary on a wide range of academic subjects so test takers are prepared to read academic texts quickly and effectively, understand lectures and discussions, talk about abstract questions and give opinions in detail. Test takers need to learn how to write reports on a variety of data and a range of essay types. Written texts need to be at an advanced level and so include complex structures and grammar. Learning a set of key exam techniques is also crucial.

Preparing for OET involves learning a wide range of healthcare-related and profession-specific language, so test takers are able to follow, engage with and participate in a variety of clinical scenarios, as well as understand medical texts and talks. They need to be able to write a healthcare-related letter, such as a referral letter, at an advanced level. They need to acquire a range of exam techniques so they can work quickly and effectively in the test.

As a result, preparation courses for the two tests follow very different pathways and use very different materials.

5. Scoring

 IELTS is marked out of 9, with a separate score for each paper. Half marks are awarded as part of this.

OET is graded from A (best) to E, with an equivalent numerical score to show more precisely where in the grade a candidate sits.

Healthcare regulatory bodies which use both exams to test English for healthcare professions tend to specify an advanced C1 level of language, i.e. around 7 in IELTS and a B in OET.  The score equivalencies between the two tests are as follows:

OET and IELTS scores

6. Recognition

 IELTS is recognised by universities, regulatory bodies, immigration authorities and companies in many countries around the world. This includes universities in non-English speaking countries where a course may be delivered in English. There are over 1,100 test centres in over 140 countries.

OET is recognised by healthcare regulatory bodies and Higher Education healthcare educators, including those in the UK, Ireland, Australia, New Zealand, Singapore, Dubai, Ukraine and Namibia. There are over 115 test centres in 40 countries.

7. Numbers of test takers

 Over 3 million people took IELTS in the past year, compared to the tens of thousands taking OET. This reflects the size and reach of the global Higher Education market on the one hand and the specialist nature of the OET on the other.

8. Preparation infrastructure

IELTS has a global infrastructure developed around preparing learners to take the test, including universities, specialist training organisations, private language schools, published materials, online content, and thousands of teachers and writers.

OET has a small but global preparation infrastructure, consisting of a growing number of specialist training providers and also a small but growing materials base. OET ’s Premium Preparation Provider scheme provides a framework for training organisations to undergo a rigorous accreditation process to demonstrate their ability to prepare candidates for the specialist nature of OET. SLC was the first provider to be accredited in Europe.

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OET

What is the Occupational English Test (OET)

What is the Occupational English Test (OET)

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The Occupational English Test (OET) is used in the UK, USA, Australia, Canada, Ireland, New Zealand and Singapore among others to assess the Medical English skills of a wide range of international healthcare professionals, including doctors, nurses, pharmacists, dentists, vets and allied health professionals.

OET Background

The OET was established in the late 1980s and developed under contract to the Australian Government. It was designed by Professor Tim McNamara at the University of Melbourne – one of the original developers of IELTS.

Since then, it has undergone continuous assessment and review, led by the Language Testing Research Centre (LTRC) at the University of Melbourne, in order to ensure it is fit for purpose today. LTRC is an international leader in research and development in language assessment.

The test is now owned by Cambridge Boxhill Language Assessment, a joint venture between Cambridge English Language Assessment (who co-own IELTS) and Box Hill Institute, a leading vocational and higher education provider.

OET Objectives

The OET is designed specifically to assess the English language skills of international healthcare professionals wanting to work in an English-speaking environment and reflects over 30 years of research and practice.

It consists of 4 papers: Listening and Reading cover a broad range of generally applicable healthcare topics, while Speaking and Writing test the specific language used by 12 professions within healthcare.

These are:

Dentistry, Dietetics, Medicine, Nursing, Occupational Therapy, Optometry, Pharmacy, Physiotherapy, Podiatry, Radiography, Speech Pathology, Veterinary Science.

OET Test Format

There are 4 skills-based papers: Listening, Reading, Writing, Speaking.

The Listening and Reading papers are designed to assess a candidate’s ability to understand spoken and written English, based on health-related topics and tasks common to all professions. Texts range from short workplace notices and dialogues to longer articles and talks.

The Writing and Speaking papers are specific to the 12 individual healthcare professions. They are designed to reflect common tasks performed in the workplace. The writing asks candidates to write a referral letter, for example, while the Speaking asks candidates to role play a conversation in a clinical setting.

OET Scores

Most healthcare regulators who recognise OET, require candidates to score C+ or B in the 4 papers to achieve the standard of English deemed sufficient to provide safe and effective care.

In the UK, for example, the General Medical Council (GMC) requires doctors to score B in all 4 papers in 1 sitting, whereas the Nursing and Midwifery Council (NMC) requires nurses to score a B in Reading, Listening and Speaking and a C+ in Writing. The NMC also allows nurse to ‘club’ different tests taken over a 12-month period together to achieve the grades, as long as no paper is graded at under half a band below the requirement.

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Specialist Language Courses (SLC) are dedicated to helping healthcare professionals excel in OET. Our expert-led courses focus on the specific language skills and test strategies needed to succeed. With paper-by-paper study, live webinar lessons, practice OET tests, an OET grammar course and optional personalised coaching, we ensure you build the confidence and competence required for each OET sub-test. Join SLC to boost your chances of achieving the scores you need and advance your healthcare career.

OET Recognition

The OET is recognised by regulatory healthcare bodies and councils, as well as university and Higher Education institutions, in the US, UK, Canada, Ireland, Australia, New Zealand, Singapore, Malta, the Maldives, Philippines, Qatar, UAE, Spain, Ukraine and Namibia.

How do you take OET?

OET can be taken at test centres around the world, either on paper or on computer. OET also offers an at-home testing service, so candidates who do not have a test centre in their country can take it at home instead. Know more about the different ways of taking the OET exam here.

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Giving advice

Medical English Tips: Giving Advice Sensitively

Medical English Tips: Giving Advice Sensitively

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Get this right, and your rapport with your patient will be a powerful factor in building a successful therapeutic partnership. Get this wrong, and your relationship may never recover.

Giving Advice Sensitively

There are some occasions, when healthcare professionals have to give advice in a sensitive manner. Think of some of the times, when you have had to do this. What sorts of things were you discussing?

Perhaps:

  • misuse of illegal drugs
  • misuse of legal drugs, e.g. using someone else’s medication, increasing the dose of your own medication
  • excessive alcohol consumption or lack of knowledge about safe levels of alcohol use
  • weight issues, e.g. obesity/overweight, underweight, eating disorders
  • body image issues, e.g. dysmorphia
  • depression or bereavement
  • avoiding STIs, e.g. use of safe sex

Now, think about the language you might use in these situations. It is useful to have a ‘scale’ of language in mind, when you are giving advice sensitively. In order to be effective, you will be using several communication skills. Here are 3 very useful skills:

a) Using non-judgemental language (both verbal and non-verbal)

At times, you may be talking about subjects which you find uncomfortable, so it is important to pay attention to your own body language. Are you using gestures (e.g. crossing your arms in front of your chest) or negative body positions (e.g. leaning back or away from the other person)? Are you using judgemental phrases, e.g.

You’re going to have to make more of an effort. You need to pull yourself together now?

b) Acknowledging the patient’s situation

In order to be non-judgemental, it is often a good idea to acknowledge the difficulty the patient may have with their particular health issue, e.g.

I can see you are finding losing weight very challenging.
It looks like you are having a difficult time coming to terms with your mother’s death.

c) Empathising with the patient

It is also a good idea to empathise with the patient, before giving any advice, e.g.

I imagine that it must seem almost impossible to tackle your drug issues.
I guess it must be overwhelming to deal with your weight problem.

Giving Advice

Now, onto the giving of advice in a sensitive manner. You may find you are using phrases such as:

It would be a good idea to..
It would be helpful, if you could…
It would be useful to think about…..
Would you be willing to try….?

As you can see, these phrases are similar to the phrases used to make suggestions. In contrast, when giving advice, you might say:

You should….(reduce your fat intake, exercise more etc)
You need to…(keep an eye on your weekly alcohol intake)

In the case of sensitive advice, these phrases may appear too harsh at first. Of course, in situations where immediate lifestyle changes need to be made, strong advice may need to be given, e.g. evidence of dangerous drug habits or unsafe exposure to infections. In these cases, you may use phrases such as :

You must…
It is essential that you…
It is vital that you….

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GMC Doctors

GMC English Language Requirements for European Doctors

GMC English Language Requirements for European Doctors

GMC Doctors

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The GMC uses the following evidence to demonstrate that a European doctor qualifying from one of the member states of the European Economic Area (with the exception of the UK) has sufficient English language skills to practice safely and effectively in the UK.

Evidence Type 1: Academic IELTS 7.5

Doctors should have an overall score of 7.5 in the academic version of the International English Language Testing System (IELTS) from the last 2 years. As part of this, a doctor must score a minimum of 7.0 in each of the four papers: reading, writing, listening and speaking. These scores must be achieved in one sitting of the test.

This, in practice, is how most overseas doctors demonstrate their knowledge of English. The GMC may accept IELTS test scores that are more than 2 years old if a doctor can show that their English language skills have not deteriorated in that time. They may have worked in a country where English is the first language for example, or they may have taken a postgraduate course of study which has been taught and examined in English.

While IELTS is currently the only test recognised by the GMC, the organisation is open to alternatives in the future which can be shown to be reliable and appropriate tests of a doctor’s English language skills.

Evidence Type 2: A primary medical qualification (PMQ) that has been taught and examined in English.

The GMC requires the PMQ to have been taught and examined in English and to be from the last 2 years. As part of this, at least 75% of the doctor’s clinical interaction, including personal contact with patients, relatives and other healthcare professionals, must have been conducted in English

Where the PMQ is not so recent, then the GMC requires clear evidence that the doctor has extensive experience practising in English over the previous 2 years in a country where English is the first language, to include employer references.

Practice may be clinical, teaching, management or research-based. The GMC will take into account whether this is continuous or periodic, and ensure that the practice uses the knowledge, skills, attitudes and competences gained in a medicine degree and any further study.

Evidence Type 3: an alternative language test for registration with a medical regulatory authority in a country where the first and native language is English

The GMC will explore which test was used and what requirements were met. If the test pass is over 2 years old, then the GMC may ask for evidence that demonstrates the doctor’s experience of practising for the preceding two years, as outlined above in evidence type 2.

Evidence Type 4: An offer of employment from a UK healthcare organisation

The GMC requires written confirmation from the UK healthcare organisation that an offer of employment has been made, and that the healthcare organisation must be a designated body. The GMC may also ask for evidence of a doctor’s English language skills along the lines outlined above in Evidence Types 1, 2 and 3.

As part of this process, the GMC requires the appointing clinician to complete an English language reference form detailing the applicant’s skills in reading, writing, listening and speaking, and how these were assessed during the recruitment process. The appointing clinician must then get confirmation from the Responsible Officer for the employing organisation that they endorse the recruitment processes the employer has in place to ensure that the applicant has the necessary knowledge of English to practise safely in the UK.

Evidence Types, 2,3 and 4 do not apply where a doctor has taken the IELTS test and failed to achieve the scores stated in Evidence Type 1.

For further information

GMC Guidance for European Doctors

GMC Good Medical Practice

Universities not accepted as evidence of English language proficiency – in this case an IELTS score is required

For further study

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