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MEDICAL ENGLISH · MEDICAL ISSUES · PRE-INTERMEDIATE (A2-B1)

MEDICINE FOR
HEALTHCARE
PROFESSIONALS:
REVISION 2
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1 Vocabulary 1

Complete the sentences with the verbs in the box. You may need to change the form of some of the
words.

admit / choke / defibrillate / discharge / dislocate / sprain / transfer / undergo

1. The woman had on an olive, but by the time we arrived, her husband had helped
her.

2. Ok, we’re going to get an X-ray to be sure, but it would seem that you have just
your ankle.

3. He’s not responding to CPR. We’re going to have to him.

4. I’m afraid we can’t any more patients in IC right now. We’re at full capacity.

5. I’ve got good news for you: your son is completely recovered and we’re him in a
couple of hours.

6. I’m sorry, but we can’t respond to this call. We’re a patient from one hospital to
another at the moment.

7. There are no fractures, but you have your shoulder. We’re going to do something
called reduction to put it back in place.

8. Mrs Pearson in room 305 is recovering from a mastectomy surgery she yesterday.

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

2 Vocabulary 2
Complete the conversations with the missing words. The first letter has been provided.

Dialogue 1

1
- So, what you’re s is that your husband is feeling dizzy and having chest pains?
2
- Yes. I’m a nurse and he seems to be having a c arrest.

- OK. An ambulance is already on its way.

Dialogue 2

1
- ... then let her lie there for a few minutes until she feels better. Are you f me?
2
- Yes, so put her in the r position and let her rest, is that it?

Dialogue 3

1
- Your son hit his head when he fell, but the exams show there hasn’t been any serious t .
We’re going to keep him in observation overnight.
2
- Let me see if I understood you c . He hasn’t fractured his skull, but you’re going to
keep him in tonight to be safe?

Dialogue 4

1
- Your daughter suffered severe food p . Has she eaten anything unusual?
2
- I don’t think so. What do you m by ‘unusual’?

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

3 Grammar 1

Complete the sentences with the verbs in brackets in the past simple, past continuous or present
perfect tense.

1. He tennis when he had a heart attack. (play)

2. you tired or out of breath recently? (feel)

3. I him unconscious while I was running in the park. (find)

4. She pneumonia a few times before. (have)

5. The patient while I was putting the ointment and dressing on his wound. It was
afterwards. (not faint)

6. Dr Pinder the patient yet. She’s still in the waiting room. (not examine)

7. you physical activity when the symptoms started? (do)

4 Grammar 2

Complete the text with the correct passive form of the verbs in brackets.

Heart transplants

1
The first heart transplant (perform) back in 1967 in South Africa. The patient,
however, died of pneumonia 18 days later. In its early years, heart transplants faced ethical
2
issues. Back then, people (not consider) dead if their hearts were still beating
3
- an essential condition for transplant. The concept of brain death (accept)
later. Technology has made heart transplants more common and successful. For instance,
4 5
nowadays the organ (keep) working by a machine once it
6
(remove) from the donor’s body. This technique (use) for the first time in
Australia in 2014. There are still obstacles though. The shortage of donors is one of them.
7
Nowadays, fewer people (kill) in car accidents, which is the most common
situation that allows the heart to be transplanted. Another problem is still a high rejection rate.
8
Many of the organs transplanted today (reject) by the patients in their first
9
year after the transplant. The hope is that more effective anti-rejection drugs
(develop) in the near future to tackle this problem.

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

5 Reading and speaking

Part 1: Read the article about communication and healthcare professionals and complete the sentences
with a word or phrase from the text.

1. Ineffective communication can decrease the of healthcare professionals.

2. A report by NHS identified kinds of communication issues.

3. One of these problems is that information is often or incorrect.

4. It is recommended that complicated content is broken down into .

5. The last R in the SBARR method stands for .

6. Team huddle should be held always at the same and .

Communication among healthcare professionals

What can be done to improve communication among healthcare professionals?

A. According to a report by the NHS, ineffective communication among healthcare professionals is one of the main
causes of medical errors and can lead to patient harm. It also found that failure to communicate can cause an
increase in the length of patient stay and consequently higher use of resources, as well as a reduction in staff
confidence.

B. Four main types of communication problems were identified: delaying the message to a point where it was
ineffective; not communicating to the right individuals on the team; communicating content that was incomplete
or inaccurate; and the message not being acted on until it was too late.

C. But what can be done to improve communication among healthcare professionals? The same report outlines
a number of solutions. One of them is to make the messages simpler. Short and clear messages result in an
improvement in responses. This might involve breaking down complex information into shorter messages.

D. Standard tools are also effective to make sure all relevant information is passed on. ISBAR is a very popular one,
as well as SBARR (Situation, Background, Assessment, Recommendation, Read back). The last R was added later
to stress the importance of making sure the message was understood. So, at this stage, questions such as What
did you hear from me? and What will you be doing now? would be relevant.

E. Another practice that is recommended are team huddles. These are quick meetings at the start of the shift to
discuss the work ahead. Research suggests that a 15-minute meeting helps to make clear what each person
should do and therefore avoid interruptions during the rest of the day. In order to be effective, huddles should
be at the same time every day, and ideally in the same location. It is also recommended that people stand up for
these meetings.

F. Improving communication among healthcare professionals can be quick and easy – and can save lives!

source: england.nhs.uk

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

Part 2: Now write down 10 keywords from the text. Then leave a voice message for a colleague
healthcare professional talking about the article. Use the words to help you remember the information.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

6 Listening and writing

Part 1: Listen to a clinical handover between Helen and Archie, two nurses. Are these sentences true
or false?

1. Mr Edwards was the last patient the nurses talked about.

2. Mr Edwards has been in hospital for four days.

3. His medication is going to change.

4. He is going to have an exam this morning.

5. Mr Edwards and Archie support different football teams.

6. Helen asks Archie to repeat the information she told him.

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Part 2: Now use the information in the conversation to complete the handover form.

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

7 Extension activity 1

Look at the highlighted words in the article. Based on the context, match the words to their meanings
/ synonyms. If necessary, use a dictionary to help you.

1. ineffective a. necessary

2. reduction b. make better

3. acted on c. took action as a result of something

4. improve d. things that stop an activity for a while

5. breaking down e. decrease

6. relevant f. divide into smaller parts

7. stress g. highlight

8. interruptions h. place

9. location i. that doesn’t have the necessary result

8 Extension activity 2

How many words from Unit 2 can you remember? Test yourself!

1. : What W-word is an injury to a part of the body?

2. : What U-word means in a state when you can’t use your senses?

3. : What S-word would a doctor do on a deep cut to close it?

4. : What D-word means feeling as if the world is turning around you?

5. : What S-word is a serious condition when blood is not reaching your brain?

6. : What A-word means take someone to hospital, e.g., by helicopter?

7. : What P-word completes the phrase Are we on the same ...?

8. : What R-word completes the phrase give mouth to mouth...?

9. : What P-word is a medication to reduce pain?

10. : What S-word completes the phrase Does that make ...?

11. : What A-word goes with cardiac ... and means when the heart stops working?

12. : What S-word means to clean to remove bacteria?

13. : What A-word means not showing any symptoms of a particular disease?

14. : What B-word means feeling out of breath or finding it difficult to breathe?

15. : What S-word means testing many people to see if they are infected?

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

Transcripts

6. Listening and writing

Helen: ...And last but not least, we have Mr Edwards.

Archie: Yes, how is Tom?

Helen: Much better, actually. When he was admitted two days ago, after having a cardiac arrest,
we were not sure he’d make it. After all, it was his third one in the last two years. But he’s
actually stable at the moment.

Archie: Good. Has he had breakfast?

Helen: Yes, and he’s also been bathed.

Archie: And in terms of medication?

Helen: He’s still on bisoprolol, 10 mg a day. He last took it at 2 o’clock yesterday afternoon, so
he’ll need to take it again at the same time today.

Archie: OK. Anything else?

Helen: Yes. He’s having an ECG at 11 this morning, so could you get him ready for that?

Archie: 11 am. Got it!

Helen: So, there are no current concerns. Just make sure he’s OK. Oh, we finally managed to
persuade his wife to go home and get some rest, so he’ll be on his own today. If you have
a few minutes, go and have a chat with him.

Archie: Of course. He’s a big Arsenal fan like me. We’ll talk about the game last night: we won
3-0!

Helen: Great, that’ll make him happy! So, what did you hear from me?

Archie: Well, that Mr Edwards is now stable, and that I should ... (fading)

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

Key

1. Vocabulary 1

5 mins.
Ask students to look at the verbs in the box and try to remember their meanings. Then ask them to complete
the sentences with the verbs. Remind them that they will need to change some of them. When correcting, elicit
which healthcare professionals might say each sentence, to whom and in which situation.

1. choked 2. sprained
3. defibrillate 4. admit
5. discharging 6. transferring
7. dislocated 8. underwent

2. Vocabulary 2

10 mins.
Students fill in the gaps with an appropriate word. When correcting, drill correct pronunciation and elicit what
each item is for. Students then role play the dialogues in pairs.
Dialogue 1

1. saying
2. cardiac
Dialogue 2

1. following
2. recovery
Dialogue 3

1. trauma
2. correctly
Dialogue 4

1. poisoning
2. mean

3. Grammar 1

5 mins.
Quickly revise on the board the three tenses (past simple, past continuous or present perfect tense), covering both
form and use. Students complete the sentences with the most suitable tense. Elicit correct answers and write
them on the board.

1. was playing 2. Have ≀ felt

3. found 4. has had
5. didn’t faint 6. hasn’t examined
7. Were ≀ doing

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

4. Grammar 2

10 mins.
Ask students to read the text, ignoring the gaps, to get an idea of what it says. What information did they find
most surprising? Revise the basic passive form (be + past participle) in the present, past and future. Students then
complete the gaps with the correct passive form. When correcting, elicit why they chose that tense.

1. was performed
2. weren’t considered
3. was accepted
4. is kept
5. is removed
6. was used
7. are killed
8. will be rejected
9. will be developed

5. Reading and speaking

Part 1
10 mins.
Students then read the text and complete the sentences. Explain that the sentences are in the same order as the
information presented in the text. Elicit correct answers.

1. confidence 2. four
3. incomplete 4. shorter messages
5. read back 6. time ≀ place
Article source:
https://www.england.nhs.uk/signuptosafety/wp-content/uploads/sites/16/2015/09/su2s-comms-safety.pdf
Part 2
10 mins.
Tell students that they are going to tell a colleague about the article they read. Ask them to write on a separate
piece of paper 10 words that will help them remember the key information. With the worksheet turned over,
they record a voice message on their phone telling someone about the article. Encourage them to record again if
they’re not happy with the result. If possible, they can then send the message to a colleague in the class.

6. Listening and writing

Part 1
5 mins.
Tell students they are going to hear a clinical handover of a patient between two nurses and ask them to read the
sentences. Students listen to the recording and decide if the sentences are true or false. When correcting, elicit
the correct version of the false sentences.

1. True 2. True
3. False 4. True
5. False 6. True
Part 2

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MEDICINE FOR HEALTHCARE PROFESSIONALS: REVISION 2

10 mins.
Students read the form and complete it with what they remember. They then listen again and complete the
remaining information. When correcting, play the recording a third time, pausing to elicit the answers.
Answers to the medical form:

7. Extension activity 1

15 mins.
Students match the words to their definitions / synonyms. When correcting, elicit sentences using the words.
Extension: Students may prepare a dialogue about the importance of communication using some of the words.

1. → i. 2. → e. 3. → c. 4. → b. 5. → f.
6. → a. 7. → g. 8. → d. 9. → h.

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8. Extension activity 2

15 mins.
This task revises language from the previous four lessons and can be used in different ways. You might decide to
ask students to put away the worksheet and do it orally. It can also be done individually, in pairs or in small groups.
Ideally, there should be an element of competition. For example, it could be used for a running dictation, or you
could have a point system (one point for each correct word and an extra point if only one student/pair/group got
it right).

1. wound
2. unconscious
3. stitches
4. dizzy
5. stroke
6. airlift
7. page
8. resuscitation
9. painkiller
10. sense
11. arrest
12. sanitise
13. asymptomatic
14. breathless
15. screening

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