COMMUNICATION FOR MEDICINE: STATE-OF-THE-ART

This study looks at "clinical communication" (CC), which is usually researched and taught with the fluent English speaker in mind, and also at English for Medical Purposes (EMP), where the presumption is that learners are less than fluent speakers. Our hope is to acquaint teachers and researchers of both CC and EMP of the value of understanding each others' work. The paper discusses the quality of evidence that CC teaching is effective. It looks at the move away from a skills-based approach (CC as a set of behaviours), towards a more integrated concept, most recently visualising it as part of professional development. The role of the Evidence-based Medicine (EBM) movement is considered, as is the risk in published research of language use which is misleading to the point of fraud. CC across cultures is also addressed. Within EMP, the study considers the impact of research into the RA, and the increasing use of software to e.g. construct wordlists relevant to Medicine, and for use in class. It also looks at available teaching materials, often of poor value, though with significant exceptions. Finally, the dominance at present of the Anglophone world is discussed briefly.