STIC - Health Care:
Workplace (Module 1)
Describing
Symptoms and
Treatments 2
(Topic 4)
Content
This class centres on two role-play activities in order to give participants
opportunities to practise using the terminology from the previous two
lessons. Facilitator could review the previous lessons and focus participants'
attention on the importance of context in communicating effectively.
The lesson, especially the task, depends on participants' prior professional
knowledge and activating it within a new context. Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1 Situation 1 Role-Play
- Handout 2 Situation 2 Role-Play
- Handout 3 Information on Hay fever
- Handout 4 Information on Diarrhea
- Handout 5 Observer Evaluation Checklist
Materials needed: chart paper and markers. Methodology
Introduction
(15 minutes)
Explain that this class is going to
focus on role-playing different situations to give participants the
opportunity to practise giving advice as health care professionals.
Elicit from the class some common ailments and medical problems and
write them on the board. Then elicit from the class some ailments
that are common in their sub-sectors. This could be done in sub-sector
groups or by the facilitator on the board.
Pre-Tasks
1. (10 minutes)
Explain that the pre-task for the
lesson is going to require reading about two common ailments: hayfever
and diarrhea. Elicit from the class what they already know about
the symptoms and treatments of these health problems.
2. (10 minutes)
Explain to the class that participants
will work in pairs role-playing two situations. Designate half
of the participants as A and half as B. Distribute both Handout 1
(Situation 1) and Handout 2 (Situation 2) to all participants.
3. (45 minutes)
Go over Handout 1 and Handout 2
with the class, reading the description of the two role-play situations
and explaining the roles as necessary. Distribute information on "traveller's
diarrhea" (Handout 3) to participants designated as B and information
on hayfever (Handout 4) to participants designated as A. Give participants
15 minutes to read through the information and prepare for the role-play.
Point out to participants that their advice should be tailored to
the questions that are asked. They should also check that the person
receiving advice understands. Elicit ways of checking for understanding.
Example:
- Do you follow?
- Would you like me to go over/explain X again?
- Does that make sense?
Monitor role-play. Give feedback to class after role-play has been
completed.
4. (15 minutes)
At this point, participants
could read each other's information and any new terminology can
be discussed. Task
(45 minutes)
1. Have participants work in small
groups according to sub-sector (e.g. nurses in one group; physical
therapists in another group, etc.). Explain that each group will
present a role-play in which a health care professional advises a
patient on his/her condition. This task will give participants an
opportunity to discuss ailments common to their own sub-sector. Refer
the participants to some of the common problems that they mentioned
at the beginning of the class. The group then discusses the appropriate
information and advice to give to the patient about his/her condition.
They should then choose one person to play the role of the health
care professional and another to play the role of the patient. It
might be helpful to have them write out the dialogue they create. Post-Task
(30 minutes)
As a Class: Have
groups take turns presenting their role-play. Have participants complete
the evaluation checklist (Handout 5) after observing each role-play.
Invite observers to comment on the strengths and weaknesses in the
way the health care professional interacts with the patient in each
role-play.
 Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Workplace:
Topic 4 [160 KB, 10 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
|
