VOCABULARY. This section has 7 questions.

Choose A, B or C which matches to the meaning of the words and phrases in bold.

1. Mrs. Hardy has suffered from severe hallux valgus for years. 

2. Cerebrovascular accidents are occurring more and more in many countries. 

3. Those who expose their skin too much to the sun can end up getting skin carcinoma. 

4. Many people today suffer from gastro-esophageal reflux disease. 

5. Both men and women can suffer coronary infarcts. 

6. Many strains of influenza are quite dangerous to children and the elderly. 

7. The special prescription of skin lotion helped her symptoms of chicken pox. 

GRAMMAR. This section has 10 questions.

Fill in the blanks with the passive form of the verb. Write only the missing words. An example has been done for you.

EXAMPLE: Active Voice: They take X-rays in Radiology department.

                      Passive Voice: X-rays are taken in the Radiology Department.

1. Present Simple

Active Voice: A thermometer measures temperature.

Passive Voice: Temperature ____ ______________ with a thermometer.

2. Present Progressive

Active Voice: They are buying a wheelchair for Mr. Jones.

Passive Voice: A wheelchair ____ _____________ __________ for Mr. Jones.

3. Past Simple

Active Voice: The doctor used a chisel in the surgery.  

Passive Voice: A chisel ____ ______________ in the surgery.

4. Past Progressive

Active Voice: Both patients were making good progress.  

Passive Voice: Good progress ____ ______________ _____________ by both patients.  

5. Present Perfect

Active Voice: The team at the clinic has done a great job.

Passive Voice: A great job ____ __________ ______________ by the team at the clinic.  

6. Past Perfect

Active Voice: The doctor had scheduled the patient for MRI.

Passive Voice: The patient ____ _______ ______________ for MRI.

7. “Going to”

Active Voice: The pediatrician is going to examine the child.  

Passive Voice: The child ____ ____________ ___ ______ _____________ by the pediatrician.

8. Future (will)

Active Voice: A therapist will prescribe a course of exercises.

Passive Voice: A course of exercises ____ _____ _________ by a therapist.

9. Modal verb

Active Voice: The nurse can email you the test results.

Passive Voice: The test results ____ ___ ______________ (to you) by the nurse.  

10. Modal verb

Active Voice: Children should brush their teeth twice a day. 

Passive Voice: Children’s teeth ____ ___ ______________ twice a day. 

USE OF ENGLISH. This section has 7 tasks.

What functions are the seven sentences below performing? Match the sentences to their functions. The first one has been done for you.

EXAMPLE:  “Your tests have ruled out a kidney infection.”  –  Informing (about facts)

WRITING & COMPREHENSION. This section has 10 tasks.

Drag the parts of the letter to re-arrange them in the correct order for a formal or professional letter. The organisation of infromation should be logical and easy to follow.

READING & SUMMARIZING. This section has 8 questions.

Look at the questions following the text and answer them.

NOTE: you only need to write WHICH TEXT (A, B, C, D) the infromation is found.

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

INSTRUCTIONS

For Q 1 – 8, decide which text (A, B, C or D) the information is found. Choose the letter A, B, C or D among the options. For a task only one option is possible.

In which text can you find information about

1. The importance of updating healthcare professionals’ knowledge and awareness ______

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

2. The timing, presentation and format of quality patient education materials______          

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

3. The consequences of poor patient education_____

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

4. The changing roles and attitudes of doctors and nurses in modern times______

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

5. Characteristics of a patient that should be considered in patient education ______

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

6. Recommendations for making the healthcare professional’s message clearer to the patients _____                                                                                                             

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

7. Special disabilities that need special measures in patient education _____        

EFFECTIVE PATIENT EDUCATION

A.  Patient education is not always successful. Patients and their family often say they understand information when they do not, and this does not help improve health outcomes. The Joint Commission 2010 study of patient–provider communication identified poor communication as a frequent cause of preventable disease, disability, or death and an indication that prevention and therapeutics need to improve. Many, despite their ability to read and write, are “healthcare illiterate,” that is, they do not understand information they receive about their health and disease. This represents an obstacle that already-busy healthcare providers (HCP) must confront and overcome: that a fifteen-minute chat just before discharge or a colourful pamphlet from a GP’s office might not actually work in educating the patient. It has also been shown that better patient understanding can improve their compliance and health outcomes, and lower treatment time and cost. So how exactly can this be achieved?

B. In the past, physicians were the primary educators of patients and took the “information giver” role while the patient was the “receiver,” but this likely limited the patient’s ability to ask how they could help themselves. Unfortunately, this model persists but generally, modern HCP know that they all have a role in patient education. Nurses, with their round-the-clock care of in-patients, have taken on more and more patient education from the moment of admission, so that the patient is better equipped to self-manage after discharge. Rehabilitation therapists and community HCP then continue the role after hospital discharge, with repeat out-patient encounters offering opportunities for further education. 

C. The Behar-Horenstien 2005 study of cardiac patients reported that they received most of their information from verbal interactions with their doctors and nurses. The Joint Commission 2010 also suggested that a combination of written and verbal education gave better outcomes than verbal alone. In an ideal model, education should start at admission or diagnosis and continue through discharge and thereafter, at each contact between patient and HCP.  Age, gender, culture, learning level and style should all be considered when preparing to educate patients and their caregivers. Misinformation should be corrected in a way that encourages acceptance of new information. Use of layman terms and visual aids in simple messages, and activities such as having the patient demonstrate a procedure (e.g., use of an asthma inhaler or blood sugar monitor) verifies their learning and understanding.

D. Too often, issues related to physical disability or home situation are overlooked. Does the patient need large print materials because of vision issues or video because of hearing issues? Do they need individual problem-solving techniques because of poor access to support? Incorporating these aspects improves patient understanding and self-management. Interval re-education, in-person or by phone, furthers this, especially when information is in small chunks instead of big ones. 

In which text can you find information about

8. Research done on patient education models _____                    

LISTENING. This section has 5 questions.

Listen to the audios and answer the multiple-choice questions.

1. Which is true of the patient and his problem?

2. What is the doctor doing with this patient?

3. The patient is

4. Which is the patient concerned about?

5. The patient

SPEAKING

A patient tells you that they have one of the problems below. What would you say to them?  

Follow these steps:

• CHOOSE ONE problem.
• Take two minutes to prepare what you want to say to your patient.
• Then speak for 1 – 2 minutes. Record your speech and submit it to admin@promedicalenglish.com
•  

PROBLEM 1: A patient with diabetes mellitus type I has foot neuropathy. He/She does not examine his/her feet and did not notice the cracks and two tiny cuts on their soles. They are having tingling feelings in the feet, as well. Explain and emphasize the importance of foot care.

OR

PROBLEM 2: A patient works in an executive office and wears pointy toe shoes each day. He/She has had a hammer toe for two years but now it is painful. They want to know: Do I need surgery? How can I avoid it?  Explain and reassure the patient about what is to be done.

OR

PROBLEM 3: A patient has circulation problems in their feet with skin changes including thickened toenails that need special cutting, and also thick skin and calluses on their soles which need removing. Inform the patient what you will do.

END OF TEST