9797347 - ADDITIONAL LANGUAGE KNOWLEDGE

By the end of the course, students are expected to:

·       Demonstrate a proficient understanding of basic medical terminology, including prefixes, suffixes, and root words.

·       Apply medical vocabulary in a clinical context to facilitate effective communication with patients.

·       Employ appropriate communication techniques to conduct patient interviews with clarity and empathy.

·       Handle sensitive medical topics and patient emotions with professionalism and cultural sensitivity.

·       Develop communication strategies tailored to various cultural contexts.

·       Recognize the ongoing importance of language knowledge and cultural competence in medical practice.

·       Continuously seek opportunities for professional development in this area.

-->These learning outcomes are designed to ensure that students not only acquire the necessary language skills but also develop the cultural awareness and ethical considerations essential for providing high-quality healthcare to patients from varied linguistic backgrounds

·       Module 1: Language and communication in healthcare. The role of culture in healthcare communication. Introduction to basic medical terminology: prefixes, suffixes, and root words. The lexicon. Specialisms and common language. Syntax and textuality. Specialised and informative discourse.

·       Module 2: Medicine and Literature. Introduction to Narrative Medicine. The role of patient stories in healthcare. Techniques for eliciting and documenting patient narratives. Using patient narratives to enhance understanding and empathy. 

·       Module 3: Project presentations and peer feedback. Production of a presentation on the course topics. Strategies for continuing professional development in language, literature, cultural competence, and Narrative Medicine.

1.      Luca Serianni, Un treno di sintomi I medici e le parole: percorsi linguistici nel passato e nel presente, Milano, Garzanti, 2005, pp. 284.

2.      Riccardo Gualdo, Stefano Telve, Il linguaggio della medicina, in Linguaggi specialistici dell’italiano, Roma, Carocci, 2021, pp. 283-355.

3.      Giovanni Boccaccio, Decameron, Proemio.

4.      Alessandro Manzoni, I promessi sposi, capp. XXXI-XXXVI.

5.      Dino Buzzati, Sette piani, in Id., I capolavori, Milano, Oscar Mondadori, 2005, pp. 505-522.

6.      Giuseppe Pontiggia, Nati due volte, Milano, Mondadori, 2021, pp. 252.

The assessment of the acquired knowledge takes place by means of a presentation on the course topics and an oral examination. The examination aims to certify eligibility rather than assigning a numerical grade.

The oral examination consists of an interview during which questions will cover at least three different topics from the course curriculum. The assessments aim to evaluate: i) the level of knowledge of the italian language; ii) the clarity of presentation; iii) the property of medical-scientific language. The assessment of learning can also be conducted remotely if the conditions necessitate it.

The exam is not passed if the student lacks the minimum required knowledge of the core content of the course. Also, the esam is not passed if their ability to use specific language is minimal or nonexistent, and they are unable to independently apply acquired knowledge.

·       How does a solid grasp of medical terminology enhance communication between healthcare professionals and patients? Provide an example.

·       After providing students with a patient case study that includes a narrative or personal story shared by the patient, they will be asked to analyze the narrative, identify key emotions or themes, and discuss how understanding the patient's narrative can inform their medical approach. Why is it important for medical professionals to incorporate patient narratives into their practice, and how can patient narratives impact healthcare outcomes?

·       Create a scenario where students must use narrative medicine techniques to encourage a patient to share their personal health story.