STIC - Health Care:
Workplace (Module 1)
Gathering
Patient  Information
(Topic 2)
Content
Facilitator should be familiar with the contents of a patient
case study, as well as with the format and contents of a medical history
chart. Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1 Opening and Closing Sentences
- Handout 2 Case Study: Mr. Jones
- Handout 3 Vocabulary and Comprehension Questions
- Handout 4 Medical History Chart (two copies
per participant)
- Handout 5 Case Study: Mr. Asami
- Handout 6 Vocabulary and Comprehension Questions
- Handout 7 Case Study: Ms. Gomes
- Handout 8 Vocabulary and Comprehension Questions
- Handout 9 Listening Activity
- Handout 10 Medical Terminology Abbreviations List (three
pages)
Materials needed: Overhead transparencies
of
completed medical history charts for Mr. Jones, Mr. Asami and Ms. Gomes
(Facilitator's Notes) could be used to take up the pre-tasks and tasks.
Access to a blackboard and an overhead projector is required.
Methodology
Introduction
(10 minutes)
Elicit from participants the information
they would need to obtain when first seeing a patient. Write all
the answers on the board. Elicit words such as:
- name
- address
- date of birth
- phone number
- occupation
- Health Card number
- present illness
- past medical history
- childhood illnesses
- previous surgery or hospitalization
- past injuries or traumas
- medications
- allergies
- social history - smoking/alcohol/drugs
Facilitator should emphasize that it is important to follow hospital
procedures and policy when gathering patient information.
Handout 10 (three pages) is a reference list of common abbreviations
used by health care providers when keeping notes and also sometimes
in spoken interactions. These handouts should be distributed to the
participants now and referred to throughout the workshop as particular
terminology comes up. For example, an electrocardiogram is very often
referred to as an ECG or EKG, and pediatrics is known as peds. As
terms are discussed, refer to the abbreviations as part of class
discussions.
Pre-Tasks
1. (10 minutes)
Facilitator explains
that a dialogue involves an opening, a main event and a closing:
- OPENING
- MAIN EVENT
- CLOSING
Explain that the information on the board is needed
for the Main Event: the gathering of patient information. We need
some opening sentences to put patients at ease and to establish rapport.
We also need some closing remarks to complete the interview.
2. (15 minutes)
Divide the participants into small
groups and give each participant Handout 1, with the headings Opening
Sentences and Closing Sentences. Ask the participants to brainstorm
some appropriate sentences for each heading. When the groups have
finished their discussions, write their suggestions on the board.
Discuss the suggestions with the class and ask them to decide whether
they are appropriate or not. Make sure that the topics in Facilitator's
Notes are covered.
3. (30 minutes)
Give the participants the case
study on Mr. Jones (Handout 2) and ask them to read it. Distribute
Handout 3 and have them answer the vocabulary and comprehension
questions with a partner. If necessary, remind them that they
are applying previously learned strategies for understanding
medical terminology. 4. (25 minutes)
Distribute a medical history chart
(Handout 4) to the participants and ask them to transfer the information
about Mr. Jones to the chart. Take up the answers with the whole
class using a transparency of the completed medical history chart
for Mr. Jones (Facilitator's Notes) on an overhead projector.
5. (20 minutes)
Ask participants to think of questions
that a health care professional would ask in order to obtain information
for a medical history chart. For example, it may be necessary to
know if the patient has had any previous operations. Example of Questions:
- Have you had surgery before?
- When did you have it?
- What kind of surgery did you have?
- Where did you have it?
Discuss with participants direct and indirect ways
of asking for information. The above questions are an example of
direct questions. What kind of information may have to be asked for
in an indirect manner?
Example:
- (direct) Do you drink alcohol?
- (indirect) Many people have a glass of wine with their
dinner. Is that what you and your family do?
6. (25 minutes)
Divide the class into two groups.
Give one group the case study for Mr. Asami (Handout 5, 6) and
give the other group the case study for Mrs. Gomes (Handout 7, 8).
Ask the participants to read the case studies and to answer the questions
. Task
(45 minutes)
Explain that participants
will have an opportunity to role-play an interview between a health
care professional and a patient. Distribute a medical history chart
(Handout 4) to each participant.
1. Participants work in pairs. A participant who has worked
on the case study for Mr. Asami will be Partner A and Partner B will
be a participant who worked on the case study for Mrs. Gomes.
2. Partner A will play the role of Mr. Asami and will
answer the questions asked by Partner B. Partner B will play the
role of the health care professional. The health care professional
asks questions to obtain information to complete the medical history
chart (Handout 4). Participants then reverse roles. Partner B assumes
the role of Mrs. Gomes and Partner A is now the health care professional.
The participants may find it helpful to write the dialogues they
create.
3. Remind students to include in their dialogues
opening and closing remarks.
Post-Task
(20 minutes)
Call upon a pair of participants to
present their dialogue between a patient and a health care professional.
Ask the rest of the class to listen and to complete the listening
chart (Handout 9). Discuss the dialogue afterwards with the whole
class.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Workplace:
Topic 2 [280 KB, 25 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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