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Unit 8 Clinical Setting: Primary Care

Unit 8 Clinical Setting: Primary Care. Skills focus Reading understanding dependent clauses with passives Writing paraphrasing expanding notes into complex sentences recognizing different essay types/structures: descriptive analytical comparison/evaluation argument writing essay plans

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Unit 8 Clinical Setting: Primary Care

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  1. Unit 8 Clinical Setting: Primary Care

  2. Skills focus • Reading • understanding dependent clauses with passives • Writing • paraphrasing • expanding notes into complex sentences • recognizing different essay types/structures: • descriptive • analytical • comparison/evaluation • argument • writing essay plans • writing essays • Vocabulary focus • synonyms • nouns from verbs • definitions • common ‘direction’ verbs in essay titles (discuss, analyze, evaluate, etc.)

  3. A Discuss the following questions. 8.1 Vocabulary • 1 What is meant by primary care? • Primary care can be defined as when a patient initially receives non-urgent care before being referred elsewhere. However, emphasize the diverse nature of primary care in different countries and the division of responsibility between primary and acute care. You could also draw attention to the team-based nature of much primary care and the various additional services which are available.

  4. A Discuss the following questions. 8.1 Vocabulary • 2 Each of the words in box a is associated with a type of clinic. What benefits do you think each of the clinics provides? • ante/postnatal （产前产后）clinic – looks after mothers before birth and mother and baby after birth • foot clinic – helps people to deal with foot problems such as corns（鸡眼）or bunions（姆囊炎） • pain clinic – helps people to manage pain, particularly chronic/long-term pain • weight clinic – helps people to lose weight • smoking clinic – helps people to give up smoking

  5. B Using pictures A–E and the staff list, match the picture with the occupation. 8.1 Vocabulary various types of food – dietician weighing scales – practice nurse/dietician back massage – physiotherapist stethoscope – GP feet – podiatrist

  6. C Look up each noun in box b in a dictionary. 8.1 Vocabulary 1 Is it countable, uncountable or both? 2 What is its meaning in medicine? 3 What is a good synonym? 4 What useful grammatical information can you find? a medical disorder or complaint which can be persistent C condition C/U adverse physical reaction to a substance intolerance C painkiller a drug which helps reduce pain

  7. C Look up each noun in box b in a dictionary. 8.1 Vocabulary C a facility for primary or outpatient care surgery usually used with withor about C/U issues which cause someone anxiety worry used in singular only tiredness U loss of energy and strength disruption of normal physiological functions which affects all or part of the body C/U sickness

  8. C Look up each noun in box b in a dictionary. 8.1 Vocabulary a process which puts liquid into the body using a syringe when uncountable, follows by C/U jab a sickness in the stomach, sometimes accompanying feelings of disgust used in singular only U queasiness a feeling of physical or mental discomfort which can range from mild to extreme C/U ache

  9. C Look up each noun in box b in a dictionary. 8.1 Vocabulary medicine in a small solid form, usually round C tablet a treatment designed to prevent infection by a specific disease or diseases inoculation C/U

  10. D Study the two lists of verbs in box c. 8.1 Vocabulary 1 Match the verbs with similar meanings. 2 Make nouns from the verbs if possible. advice recommendation evaluation assessment check verification detection finding examination -- outline explanation

  11. D Study the two lists of verbs in box c. 8.1 Vocabulary 1 Match the verbs with similar meanings. 2 Make nouns from the verbs if possible. help assistance management control minimization reduction reference/referral transfer renewal update support sympathy

  12. E Look at the Hadford University handout. 8.1 Vocabulary 1 How does the writer restate each section heading in the paragraph? A Preventative role of primary care = helping patients avoid disease or disability B Support role of primary care = detect disease at an early stage and refer patients to acute care for further tests or treatments Sentences in this exercise need to be full paraphrases with different sentence structures as well as word-level synonyms.

  13. E Look at the Hadford University handout. 8.1 Vocabulary 2 Find synonyms for the green words and phrases. Use a dictionary if necessary. A Preventative medicine A major preventative role of primary care is to (help) patients avoid (disease) or disability. It is, perhaps, even more (crucial) than its other role, (providing) treatment for patients who (suffer from) these conditions already. A(n) (important) aspect of this is the (vaccination) services that the clinics provide. assist illness vital offering have crucial immunization

  14. E Look at the Hadford University handout. 8.1 Vocabulary 2 Find synonyms for the green words and phrases. Use a dictionary if necessary. B Support for acute care The (role) of primary care is to (detect) disease at an early stage and to (refer) patients to acute care for (further) tests or treatments. This means that the (damage) caused by a disease can be (minimized) . It can also help with (monitoring) the progress of postoperative healing, so (complications) can be identified quickly. function identify transfer additional harm observing reduced problems

  15. E Look at the Hadford University handout. 8.1 Vocabulary 3 Rewrite each sentence to make paraphrases of the texts. Use: • synonyms you have found yourself • synonyms from Exercise C • the nouns you made in Exercise D • passives where possible • any other words that are necessary Example: A major preventative role of primary care is to help patients avoid disease or disability. →Primary care has a major role in assisting patients to avoid illness or disability.

  16. E Look at the Hadford University handout. 8.1 Vocabulary 3 Rewrite each sentence to make paraphrases of the texts. Use: A Preventative medicine Primary care has a major role in assisting patients to avoid illness or disability. It could probably be regarded as even more vital than its other role, offering treatment for patients who have these conditions already. The immunization services that the clinics provide are a crucial aspect of this. B Support for Acute Care The function of primary care is to identify disease at an early stage and patients are transferred to acute care for additional tests or treatments. This means a reduction in the harm caused by a disease. Additionally, by observing the progress of post-operative healing, it can identify problems quickly.

  17. A Look at the conditions in the box. 8.2 Reading 1 Which are best managed in primary care and which will need to be referred to acute care? All the conditions, with the possible exception of diabetes and migraine, are likely to need a referral to acute care in order to make a definitive diagnosis.

  18. A Look at the conditions in the box. 8.2 Reading 2 Which conditions could primary care help prevent? This topic will be covered more fully later in the text. Prevention is particularly relevant to heart disease and diabetes. It also has a role to play in the early detection of cancer.

  19. A Look at the conditions in the box. 8.2 Reading 3 Which conditions are suitable for follow-up in primary care? All the conditions are likely to be suitable for some follow-up in primary care, in varying degrees.

  20. 8.2 Reading B Look at the four essay types on the right. 1 What should the writer do in each type? 2 Match each essay type with one of the questions below the slide (A–D). 3 What topics should be covered in each essay question?

  21. 8.2 Reading B Look at the four essay types on the right. 1 What should the writer do in each type? describe or summarize key ideas/key events/key points. Give the plain facts. Could involve writing about: a narrative description (a history of something); a process (how something happens); key ideas in a theory; main points of an article (answers the question What is/are …?) try to analyze ( = go behind the plain facts) or explain something or give reasons for a situation; may also question accepted ideas and assumptions (answers the question Why/how …?)

  22. 8.2 Reading B Look at the four essay types on the right. 1 What should the writer do in each type? compare two or more aspects/ideas/things/ people, etc.; usually also evaluate, i.e., say which is better/bigger, etc. give an opinion and support the opinion with evidence/reasons, etc.; may also give opposing opinions (counter arguments) and show how they are wrong

  23. 8.2 Reading B Look at the four essay types on the right. 2 Match each essay type with one of the questions below the slide (A–D). 3 What topics should be covered in each essay question? D What aspects of prevention need to be considered by GPs? Describe what is involved in each. • prevention: what is it? Why important? • description of different aspects of prevention • description of details of each aspect C Explain why targeting three key behaviours is so important for the developed world. • what are the three key behaviours? • how can they be tackled? • what is the effect of tackling them?

  24. 8.2 Reading B Look at the four essay types on the right. 2 Match each essay type with one of the questions below the slide (A–D). 3 What topics should be covered in each essay question? • screening: what is it? • examples of screening programmes • advantages of screening • disadvantages of screening A What are the advantages and disadvantages of screening for disease in primary care? B ‘Disease prevention is far better than providing cures.’ To what extent do you agree with this statement? • disease prevention – what is it? • benefits of disease prevention • disease which is not easily prevented

  25. C Read the title of the text on the opposite page and the first sentence of each paragraph. 8.2 Reading • 1 What will the text be about? • The title of the text suggests that the text will look at the role of primary care in disease prevention. • Paragraph 1 explains the importance of prevention in primary care. • Paragraph 2,3,4 look at the different aspects of prevention. • Paragraph 5 will look at screening and its advantages and disadvantages. • Paragraph 6 is about three key behaviours which can be tackled by primary care.

  26. C Read the title of the text on the opposite page and the first sentence of each paragraph. 8.2 Reading 2 Choose one of the essay questions in Exercise B. Write four research questions which will help you to find information for your essay. Answers depend on the students.

  27. D Read the text. 8.2 Reading • 1 Using your own words, make notes from the text on information for your essay question. • A What are the advantages and disadvantages of screening for diseases in primary care? • screening = testing for specific condition at regular intervals • advantages: minimizing effects, costing effectively, early diagnosis, easier treatment, potentialforcomplete cure • examples of successful screening programmes: cervical cancer, breast cancer, heart disease • disadvantages: not suitable for all diseases, false positives, being expensive, few results from low incidence rates

  28. D Read the text. 8.2 Reading • 1 Using your own words, make notes from the text on information for your essay question. • B ‘Disease prevention is far better than providing cures.’ To what extent do you agree with this statement? • preventative medicine = belief that disease or disability should be avoided rather than treated • economic benefits of prevention: no resources required for treatment, individual able to continue working • not all diseases can be prevented, e.g. salmonella, etc. • diseases can be prevented , e.g. Type 2 diabetes. • importance of prevention for primary care

  29. D Read the text. 8.2 Reading • 1 Using your own words, make notes from the text on information for your essay question. • C Explain why targeting three key behaviours is so important for the developed world. • link between behaviours and disease • benefits = human & financial • 1) tobacco smoking – link to lung cancer, vascular diseases, COPD, number of deaths = 100m in 20th C, by 2030 up 1bn • 2) eating fatty/sugary foods, lack of exercise – link to diabetes, WHO – most substantial threat to health for 21st C, $192 billion in US • 3) alcohol abuse – 5% of hospital admissions, heart disease, diabetes, liver failure • ageing population – need for governments to take action

  30. D Read the text. 8.2 Reading • 1 Using your own words, make notes from the text on information for your essay question. • D What aspects of prevention need to be considered by GPs? Describe what is involved in each. • three aspects of prevention; primary, secondary, tertiary • Primary: preventing illness, promoting health – vaccination programmes, safety, lifestyle modification, awareness campaigns • Secondary: early identification of disease, provision of prompt treatment (screening programmes) • Tertiary: reducing effects of disease/disability – pain relief, self- management, e.g., diabetes

  31. E Study the highlighted sentences in the text. 8.2 Reading 1 Underline all the subjects and their verbs. 2 Which is the main subject and verb for each sentence? screening* programmes GPs can use for a specific condition at regular intervals in which tests are carried out further testing may be required for confirmation which can be upsetting for patients The medical profession has been aware that population health is improved by prevention

  32. F Study the table on the right. 8.2 Reading 1 Match each word or phrase with its meaning. 2 Underline the words or phrases in the text which the writer uses to give the definitions. See Vocabulary bank.

  33. Vocabulary bank Understanding new words: using definitions You will often find new words in academic texts. Sometimes you will not be able to understand the text unless you look the word up in a dictionary, but often a technical term will be defined or explained immediately or later in the text. Look for these indicators:

  34. Vocabulary bank Understanding new words: using definitions You will often find new words in academic texts. Sometimes you will not be able to understand the text unless you look the word up in a dictionary, but often a technical term will be defined or explained immediately or later in the text. Look for these indicators:

  35. Vocabulary bank Understanding direction verbs in essay titles Special verbs called direction verbs are used in essay titles. Each direction verb indicates a type of essay. You must understand the meaning of these words so you can choose the correct writing plan.

  36. F Study the table on the right. 8.2 Reading 1 Match each word or phrase with its meaning. tests for specific conditions carried out on a regular basis identifying patients likely to develop specific conditions, using data from patient records providing advice and encouragement to patients on how to change their behaviour to improve their health the management of a condition by the patients themselves, especially common in diabetes test results incorrectly indicating the presence of disease

  37. F Study the table on the right. 8.2 Reading 2 Underline the words or phrases in the text which the writer uses to give the definitions. screening programmes, in which tests are carried out for a specific condition at regular intervals. word/phrase followed by comma + in which + definition , that is, identifying patients likely to develop specific conditions using data from patient records word/phrase followed by comma + that is + definition (providing advice and encouragement to patients on how to change to healthier behaviours) word/phrase followed by definition in brackets

  38. F Study the table on the right. 8.2 Reading 2 Underline the words or phrases in the text which the writer uses to give the definitions. , the management of a condition by the patient themselves. word/phrase followed by comma + definition – results falsely indicating the presence of disease. word/phrase followed by dash, followed by definition

  39. A Find the words in the box in the text in Lesson 8.2. 1 What part of speech is each word? 2 Think of another word which could be used in place of the word in the text. Use your dictionary if necessary. 8.3 Extending skills

  40. A Find the words in the box in the text in Lesson 8.2. n (C) notion 1 What part of speech is each word? 2 Think of another word which could be used in place of the word in the text. Use your dictionary if necessary. v linked v needed 8.3 Extending skills n (C/U) change adj speedy/early v lessen n (C) periods n information adj appropriate adj distressing adj significant

  41. B Study sentences A–D. 1 Identify the dependent clause. 2 Copy the table under the sentences and write the parts of each dependent clause in the table. 3 Rewrite the sentence using an active construction. Example: A GPs have to consider two key aspects. 8.3 Extending skills

  42. B Study sentences A–D. 1 Identify the dependent clause. 2 Copy the table under the sentences and write the parts of each dependent clause in the table. 8.3 Extending skills have to be considered (key aspects) which by GPs by general practitioners screening programme deciding on a by three harmful behaviours (many diseases) which are caused needs to be prioritized by them (governments) prevention

  43. B Study sentences A–D. 3 Rewrite the sentence using an active construction. Example: A GPs have to consider two key aspects. 8.3 Extending skills A GPs have to consider two key aspects. B General practitioners need to take care when deciding on a screening programme. C Three harmful behaviours cause many diseases. D Governments have yet to realize that they need to prioritize preventative medicine.

  44. C Read the essay plans and extracts on the opposite page. 1 Match each plan with an essay title in Lesson 8.2. Plan A = essay title A: What are the advantages and disadvantages of screening for diseases in primary care? Plan B = essay title D: What aspects of prevention need to be considered by GPs? Describe what is involved in each. 2 Which essay is each extract from? Extract 1 = plan B Extract 2 = plan A 3 Which part of the plan is each extract from? Extract 1 = Plan B, point 2: definition of prevention Extract 2 = Plan A, point 5: disadvantages: false positives, expensive 8.3 Extending skills

  45. D Work with a partner. 1 Write another paragraph for one of the plans. 2 Exchange paragraphs with another pair. Can they identify where it comes from? 8.3 Extending skills

  46. A Make complete sentences from these notes. Add words as necessary. A There are reasons why screening is not effective for all diseases. 8.4 Extending skills B In conclusion therefore, care needs to be taken in deciding which diseases to screen for. C By identifying a disease at an early stage, it is much easier to treat or cure.

  47. A Make complete sentences from these notes. Add words as necessary. D Screening involves carrying out tests for a specific condition at regular intervals. 8.4 Extending skills E Examples where screening is useful include cervical cancer, breast cancer and heart conditions. F Screening delivers considerable benefits in minimizing the effects of disease.

  48. B The sentences in Exercise A are topic sentences for paragraphs in essay A in Lesson 8.2. Put them in the best order for the essay. What is the main topic for each paragraph? introduction 8.4 Extending skills F Screening delivers considerable benefits in minimizing the effects of disease. definition D Screening involves carrying out tests for a specific condition at regular intervals. advantages C By identifying a disease at an early stage, it is much easier to treat or cure. E Examples where screening is useful include cervical cancer, breast cancer and heart conditions. examples A There are reasons why screening is not effective for all diseases. disadvantages B In conclusion therefore, care needs to be taken in deciding which diseases to screen for. conclusion

  49. C Look at the essay question on the right. 1 What kind of essay is this? 2 Do some research and make an essay plan. 3 Write the essay. See Skills bank. 8.4 Extending skills

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