ENGLISH FOR MEDICAL STUDENTS DEVELOPING ACADEMIC LITERACIES CONFERENCE

ENGLISH FOR MEDICAL STUDENTS DEVELOPING ACADEMIC LITERACIES: CONFERENCE PRESENTATIONS - REVIEW

TODAY’S SESSION ▪ Review the course ▪ Identify general issues ▪ How to continue improving

FROM MIRRORING TO PRESENTING ▪ Adopt a voice ▪ Pace, intonation, & pronunciation ▪ ‘Thought groups’ ▪ Transfer to your own performance

LIFELIKE SIMULATIONS THAT MAKE REAL-LIFE SURGERY SAFER Here's the other problem: in the health care system that I trained in for over 20 years, what currently exists, the model of training is called the apprenticeship model. It's been around for centuries. It's based on this idea that you see a surgery maybe once, maybe several times, you then go do that surgery, and then ultimately you teach that surgery to the next generation.

LIFELIKE SIMULATIONS THAT MAKE REAL-LIFE SURGERY SAFER Here's the other problem: in the health care system that I trained in for over twenty years, what currently exists, the model of training is called the apprenticeship model. It's been around for centuries. It's based on this idea that you see a surgery maybe once, maybe several times, you then go do that surgery, and then ultimately you teach that surgery to the next generation.

THOUGHT GROUPS ▪ Up to 4 ‘beats’ ▪ One unit of information ▪ One main shift in intonation

DIFFICULT WORDS FOR BRAZILIAN PORTUGUESE SPEAKERS (AND DO THEY MATTER? ) Here's the other problem: in the health care system that I trained in for over twenty years, what currently exists, the model of training is called the apprenticeship model. It's been around for centuries. It's based on this idea that you see a surgery maybe once, maybe several times, you then go do that surgery, and then ultimately you teach that surgery to the next generation.

‘TH’ WORDS – VOICED AND VOICELESS ▪ Voiced ▪ other ▪ that ▪ together ▪ thereby ▪ thus ▪ arrythmic ▪ Voiceless ▪ hypothesis ▪ health ▪ thirty-three ▪ pathway ▪ methyltransferase ▪ therapy

‘TH’ WORDS – VOICED AND VOICELESS ▪ Voiced ▪ other ▪ that ▪ together ▪ thereby ▪ thus ▪ arrythmic Use d/v ▪ Voiceless ▪ hypothesis ▪ health ▪ thirty-three ▪ pathway ▪ methyltransferase ▪ therapy ▪ Use t/f

PAST TENSE REGULAR VERBS ▪ -d (after voiced consonant, excepts /d/, and all vowels) ▪ characterised, remained, opened, cared, allowed, aimed, required, pursued, proposed ▪ -t (after voiceless consonants, except /t/) ▪ based, silenced, suppressed, established, promised, kicked, stopped ▪ ‘id’: (only after t/d) ▪ indicated, facilitated, supported, demonstrated, needed, impacted, suspended, studied

PAST TENSE REGULAR VERBS ▪ -d (after voiced consonant, excepts /d/, and all vowels) ▪ characterised, remained, opened, cared, allowed, aimed, required, pursued, proposed ▪ -t (after voiceless consonants, except /t/) ▪ based, silenced, suppressed, established, promised, kicked, stopped ▪ ‘id’: (only after t/d) ▪ indicated, facilitated, supported, demonstrated, needed, impacted, suspended, studied ▪ Studies suggest that mixing these up does not affect intelligibility. But…

ENGLISH AS A LINGUA FRANCA ▪ Many participants in international conferences will be L 2 English speakers ▪ They will also have L 2 accents ▪ You are trying to impress them, not me. ▪ What causes intelligibility problems for everyone?

EXTRA UNSTRESSED SYLLABLES ▪ eight/eighty ▪ fat/fatty ▪ health/healthy ▪ special/especial?

BRAZILIAN PORTUGUESE /r/ Column A Column B rare hair Rome home right height rabbit habit rat hat

EASILY CONFUSED WORDS 1. a little injection 2. a lethal injection 3. a lack of patients 4. a lack of patience 5. I just wandered 6. I just wondered 7. I want to do it 8. I won’t do it

COURSE SURVEY ON MOODLE – PLEASE COMPLETE! ▪ http: //edisciplinas. usp. br/mod/questionnaire/complete. php? id=2429279

FEEDBACK FROM PREVIOUS COURSE SURVEY ▪ Positive about the flexibility and course content ▪ More face-to-face consultations? ▪ TOEFL preparation? ▪ Speed of course/amount of content in 4 weeks ▪ Range of methodologies ▪ ‘Tutorials’ on language topics, eg article usage. ▪ Preview – grant funding applications

ISSUES ARISING FROM THE PRESENT COURSE ▪ Main focus on performance/pronunciation ▪ Some guidance on presentation tips (expert advice/common sense) ▪ Perhaps more focus on the language of presentation? ▪ Technical terms?

FINAL PIECES OF ADVICE… ▪ Everyone has an accent – learn to love yours ▪ Be aware of issues that might cause problems ▪ Practise, practise ▪ Rehearse, rehearse (with a critical friend) ▪ Carry on mirroring ▪ Check out sites like http: //englishpronunciationcourse. com/

ACKNOWLEDGMENTS ▪ Picture credits: ▪ Laboratório de Letramento Acadêmico, USP ▪ The Ayurvedic Man. A figure showing Ayurvedic understanding of human anatomy (detail), Pen and watercolour, Probably 18 th Century CE, probably of Nepalese origin, © Wellcome Library, London ▪ Barber DNA, by Robin Blackledge, © ©Robin Blackledge/Wellcome Images Sources of advice: Blome, C, Sondermann H, Augustin, M. Accepted standards on how to give a Medical Research Presentation: a systematic review of expert opinion papers. GMC J Med Educ 2017; 34: 1 -7 Wellstead G, Whitehurst K, Gundogan, B, Agha R. How to deliver an oral presentation. International Journal of Surgery Oncology 2017; 2: e 25