Focusing on Doctor–Patient Conversations: A Curriculum for Medical Chinese

Using authentic doctor–patient consultations in improving communication skills

“…A. Schegloff, 1982). Yeh and Fu (2019) designed an instructional approach informed by CA studies on the interactional patterns, sequences, and organization of doctor-patient conversation (c.f. Heritage & Maynard, 2006;J.…”

“…The current CA-informed unit adopted the instruction designed by Yeh and Fu (2019). There are three key components in the instructional procedure: (1) using naturally occurring doctor-patient conversation; (2) guiding students to notice and analyze the phases and interactional patterns of the medical encounters; (3) designing production activities to practice the instructed knowledge to engage in medical interactions.…”

“…Based on our best knowledge, among three published studies focused on non‐English LMP courses, Hardin (2017) used naturally occurring medical interviews in her course of Spanish for Health Professions . Fu (2018) and Yeh and Fu (2019) adopted authentic doctor–patient consultations for the course of Chinese for Health Professions . There are also some online programs that incorporate the use of authentic data, such as Spanish for Successful Communication in Healthcare Settings (Rabat, 2021).…”

“…Her instruction was based on the CA findings of “response tokens” or “continuers” in English like uh‐huh or oh really (Clancy et al, 1996; E. A. Schegloff, 1982). Yeh and Fu (2019) designed an instructional approach informed by CA studies on the interactional patterns, sequences, and organization of doctor–patient conversation (c.f. Heritage & Maynard, 2006; J. D. Robinson, 1999, 2003).…”

“… See Yeh and Fu (2019) for detailed discussion of the interactional patterns in each phase with examples from authentic doctor-patient conversation in Chinese.1 SeeYeh and Fu (2019) for more guided analysis of the authentic doctor-patient consultation, learning materials, instructional steps with authentic materials and production activity worksheets.2 The students switched roles later in the course for other roleplays (not for this study), so they were given equal opportunities to apply their knowledge to both roles in this semester-long course.3 Rasch analysis using Facets(Linacre, 2019) was conducted to understand interrater agreement and intrarater consistency. The results suggest desirable interrater agreement and intrarater consistency.…”