Clinical teachers' perceptions of medical students' English language proficiency

Chur‐Hansen, Anna; Vernon-Roberts, Jane

doi:10.1046/j.1365-2923.1998.00228.x

Cited by 19 publications

(12 citation statements)

References 11 publications

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“…." These findings confirm those of a study of feedback given to medical students by clinical teachers (Chur-Hansen & Vernon-Roberts, 1998) in which nearly half of their comments about Downloaded by [Erciyes University] at 09:55 20 December 2014 WETTE English language skills were nonspecific (e.g., "major communication problems with language" and "struggling with conversational English").…”

Section: Issues For Testers and Esp Instructorssupporting

confidence: 79%

English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

Wette

2011

Language Assessment Quarterly

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This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment decisions of language specialists and those of medical communication specialists and the difficulties that many overseas qualified health professionals who have met the English requirements report experiencing as they endeavour to acquire professional communicative competence. It proposes that language specialists and medical communication specialists collaborate in the diagnostic assessment of overseas health professionals' language and communication needs and in the provision of appropriate courses of instruction.

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Section: Issues For Testers and Esp Instructorssupporting

confidence: 79%

English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

Wette

2011

Language Assessment Quarterly

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“…too shy to ask questions in class). The difficulty of studying medicine as an English second language learner has been reported for the Middle East (Ahmed et al 1988;Das et al 1995;Hassan et al 1995;Mpofu et al 1998) and Australia (Hayes & Farnell 1993;Chur-Hansen 1997;Chur-Hansen & Vernon-Roberts 1998). The educational implications of language on skills development are discussed elsewhere (McLean et al submitted).…”

Section: Discussionmentioning

confidence: 92%

Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience

2011

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Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development.

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“…The items on the 2 scales reflect the concerns expressed over a number of years by clinical educators regarding the specific weaknesses identified in students' language skills. 10 The instruments were designed so that areas for improvement could be identified, with a view to engaging the student in specialized assistance from an Englishlanguage specialist. That is, the instruments serve the purpose of providing formative feedback to candidates as well as providing information about language proficiency to medical educators.…”

Section: Methodsmentioning

confidence: 99%

Assessment of english-language proficiency for general practitioner registrars

Chur‐Hansen¹,

Elliott²,

Klein³

et al. 2007

Journal of Continuing Education in the Health Professions

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Clinical teachers' perceptions of medical students' English language proficiency

Cited by 19 publications

References 11 publications

English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience

Assessment of english-language proficiency for general practitioner registrars

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